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Copyright N° 

COPYRIGHT DEPOSIT. 



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OUTLINE STUDIES 



IN THE 



History of Education 



BY 



ARVIN S. OLIN, A. M. 



SECOND EDITION 

REVISED AND ENLARGED 



PUBLISHED BY THE AUTHOR 
LAWRENCE, KANSAS 

1906 



LIBRARY of CONGRESS 

Two C»ples Received 

OCT 5 1906 

.^ Cwyrleht Entry 
CLASS A XXc, No. 
COPY B; 



Copyright 1900-1906, 

BY 

ARVIN S. OLIN 



MONOTYPED BY" ThE GaZETTE Co. 

Lawrence, Kansas 



PREFACE 

These outline studies are the outgrowth of the 
chissroom work that has been done in the Depart- 
ment of Education in the University of Kansas for 
the past seven years. They are now pubhshed in 
large part for the purpose of giving to students of 
that department in connected and permanent form 
an indication of the work proposed to be accom- 
plished in a half year. If the outlines reach a 
somewhat larger circle, the writer hopes that they 
may prove to be of as great benefit elsewhere as 
they have been in his own classroom. 

It is doubtful if any one book has been printed in 
English that adequately covers the history of edu- 
cation; and if such a book did exist, the proposition 
that the reading of college and university students 
on the subject should be broader than is afforded by 
any one book needs no argument to prove its truth. 
For a large part of the work done in colleges and 
universities the library is, or should be, the tool house 
and the workshop, and the instructor who does not 
recognize this fact fails of the highest usefulness to 
his classes. 

For these reasons, on any subject connected with 
the history and science of education the writer has 
been unwilling that the members of his classes, 
composed of juniors, seniors, and graduate students 
of the University, should be satisfied with the pre- 
sentation of any one text, or any one author, but 
has desired rather that though the study of many 
who are really eminent and masterly in their treat- 
ment there should develop a fuller, clearer, many- 
sided presentation of truth, such as no mere text- 
book work could give. 



4 OUTLINE STUDIES. 

The reference lists contain only titles found in 
the library of the University of Kansas. If the out- 
lines are used where other valuable authorities are 
found, it is suggested that references to such works 
be added, in their proper places, by the students. 

The writer of this little volume sends it to the 
press in the hope that it may aid in showing the 
worth and interest and the helpfulness of the sub- 
ject with which it deals. 

PREFACE TO SECOND EDITION. 

The large amount of literature on this subject 
that has appeared since the first edition was pub- 
lished, has made necessary a revision of these out- 
lines if they are to be a reliable guide to students 
of the history of education. The lists of reading 
references have been brought up to date, and a few 
additions have been made to the topics for reading. 
The number of outlines has been increased from 
fifty-two to fifty-nine, and the number of citations has 
been largely increased. 

The aim has been to make these practical, work- 
ing outlines rather than to present exhaustive biblio- 
graphies. For this reason the references to German 
and French works are comparatively few and are 
generally given to supplement a meager treatment 
in English. Other things being equal the student 
prefers the treatment of a subject in the vernacular 
to that in a foreign tongue. 

The author desires to make grateful acknowl- 
edgement of the cordial reception that has been given 
to these outlines and the kind words that have been 
spoken about them. 

Arvin S. Olin. 

Lawrence. Kansas, July 18, 1906. 



TO THE 

GOODLY FELLOWSHIP 

THAT FOR quarter] OF A CENTURY 

I HAVE KNOWN AND LOVED — THE 

TEACHERS OF KANSAS. 



b OUTLINE STUDIES. 

OUTLINE I. 

I. Nature and Scope of the Study. 

1. Relation to general history. 

2. Compared with history of civilization. 

3. Compayre's distinction of history of educa- 
tion and history of pedagogy. 

II. \^arying Nature and Forms of Education. 

1. Historical development of the idea. 

2. Comparison of educational ideals in present 
day peoples in the higher and the lower 
scales of civilization. 

III. Value of the Study of the History of Educa- 
tion. 

1. In general. 

2. To teachers. 

IV. Present Recognition of the Study. 

1. In culture courses. 

2. In professional instruction. 

V. Epochs for Study. 

1. Oriental Nations of Antiquity. 

2. The Classical Nations. 

3. Early Christian Centuries. 

4. The Middle Age. 

5. Revival of Learning and Sixteenth Century. 

6. Seventeenth Century. 

7. Eighteenth Century. 

8. Nineteenth Centurv — and After. 



HISTORY OF EDUCATION. 7 

OUTLINE I.— Reading References. 

Laurie's Pre Christian Education: Preface and 
Introduction. 

Davidson's History of Education: Cliapter 1. 
Painter's History of Education: Introduction. 
Compayre's History of Pedagogy: Introduction. 
Seele^^'s History of Education: Chapter 1. 
Kiehle, in School Review, Vol. 9: pp. 310-15. 
Payne in report N. E. A. 1889: pp. 218-23. 
Williams, ibid: pp. 223-31. 



Notes. — 1. Other authors than Compayre generally 
use history of education and history of pedagogy as synonymous 
terms. 

2. In these reference h'sts, where it can be done in such a 
way as to avoid ambiguity and confusion, the name of the 
author will take the place of the full title of the book referred 
to. Unless otherwise stated, page references are to the latest 
edition before the publication of this work. 



OUTLINE STUDIES. 

OUTLINE II. 

PRIMITIVE EDUCATION. 

1. Restricted use of the term education. 

2. Simplicity of forms. 

3. Bases of primitive education. 

a. Physical — self preservation. 

b. Social — arts of war, etc. 

c. Religious — animism, shamanism, etc. 

4. Teachers drawn from the priesth' class. 

5. Imitation the chief method. 

6. Stages of progress of the youth. 

7. Ceremonies of initiation into the circle of 
the "educated." 

8. Transition from the primitive to higher types 
of education. 

a. Reflection on observed experiences. 

b. Use of permanent records. 



HISTORY OF EDUCATION. 9 

OUTLINE II.— Reading References. 

Paul Monroe's Text-book in History of Edu- 
cation: pp. 1-15. 

Davidson: pp. 13-23. 

Shoup's History of Education: pp. 124-5. 
Tylor's Primitive Culture, Volume 1: pp 26-09 
Chamberlain's The Child: pp. 287-353. 



Note. — What we call education among primitive peoples 
is far from the present significance of the term. But there as 
here it means the preparation of the individual for, and adapta- 
tion to, his environment. If it were physical only, as hvmting 
and fishing, or the construction of the igloo, it might be called 
training rather than education. But among the most primi- 
tive peoples there is more than the physical, — the child is to be 
rightly related to other members of the family or tribe, proper 
regard for age is to be inculcated and due reverence for the 
racial or tribal divinities accjuired. The total of these prepara- 
tory activities may very properly be called education. 



10 OUTLINE STUDIES. 

OUTLINE III. 

FIRST EPOCH — ORIENTAL EDUCATION. 

I. Chinese Education. 

1. General character of the people. 

2. Antiquity of their learning and arts. 

3. Their religions. 

4. Language. 

5. Work of the schools. 

6. Civil service examinations. 

7. Confucius. 

a. Life and character. 

b. Writings and compilations. 

c. Conservatism and reverence for the past. 

d. Influence on Chinese philosophy and 

education. 

8. Mencius. 

9. Results of Chinese education. 



HISTORY OF EDUCATION. 11 

OUTLINE III.— Reading References. 

Painter: pp. 11-18. 

Seeley: pp. 20-8. 

Payne's Lectures on the History of Education: 
pp. 3-6. 

Kemp's Histor}' of Education: pp. 17-25. • 

Monroe: pp. 17-46. 

Davidson's History of Education: pp. 41-5. 

Laurie's Pre-Christian Education: pp. 109 61. 

Martin's The Chinese:especially pp. 1-96. 

Legg's Life of Confucius, especially pp. 1-11. 

Legg's Mencius. 

Van Phou Lee's When I Was a Boy in China: 
pp. 50-62. 

Schmid's Geschichte der Erziehung: pp. 59-87. 

Williams's The Middle Kingdom: pp. 421-57, 
et passim. 

Lewis's Educational Conquest of the Far East: 
pp. 95-156. 

Eudo in Report of W^orld's Fair Congress of 
Education, 1893. 



Notes. — 1. It will be of interest to compare the social 
and moral standards of China with those of modern Christian 
nations. 

2. 'Any adequate study of Chinese education must make 
Confucius the central figure. 

3. Compare the relation of Mencias to Confucius with 
that of Plato to Socrates. 



12 OUTLINE STUDIES. 

OUTLINE IV. 

FIRST EPOCH — ORIENTAL EDUCATION. 

II. Hindoo Education. 

1. Relationship of Hindoos to Europeans. 
, 2. Origin and nature of caste organization. 

a. Principal castes. 

b. How caste affects education. 

3. Religions. 

4. Language. 

5. Hindoo literature. 

6. Ideals, management, and methods of the 
elementary schools. 

7. Higher courses of study — exoteric and 
esoteric. 

8. Education of women. 

9. Intellectual and professional pre-eminence 
of the Brahmans. 



HISTORY OF EDUCATION. 13 

OUTLINE IV.— Reading References. 

Painter: pp. 18-23. 

Compayr^: pp. 2-6. 

ShoupTpp. 137-40. 

Seeley: pp. 29-35. 

Payne: pp. 6-8. 

Kemp: pp. 26-33. 

Davidson: pp. 58-66. 

Laurie: pp. 165-88. 

Schmid 1: pp. 87-115. 

Bettany: pp. 176-292, passim.. 

Sonnenschein's Cyclopedia of Education: pp 379- 
85 in article Schools of Antiquity. 

Kiddle and Scheiii's Cyclopedia of Education: 
Article India. 



Note. — The outline, and the references given above, have 
to do with education among the ancient Hindoo.s. Since Eng- 
land has established her power in India, great steps have been 
taken in modernizing and transforming conditions of intel- 
lectual culture. There is considerable literature bearing on 
recent educational work in India, and the subject is an inter- 
esting one. but outside the scope of this outline. 



14 OUTLINE STUDIES. 

OUTLINE V. 

FIRST EPOCH — ORIENTAL EDUCATION. 

III. The Persians. 

1. Character and intellectual culture. 
. 2. Emphasis placed on moral and physical 
education. 

3. Influence of religion, 
a. Zoroaster. 

4. Division of the population into classes. 

5. Relation of women to education. 

6. Character and influence of the Magi. 

7. General outcome of Persian education. 

IV. The Egyptians. 

1. Character of the Ancient Egyptians. 

2. Early arts. 

3. Classes of the people, 
a. Were there castes? 

4. Influence of religion. 

5. Schools, courses of study, teachers. 
{]. Forms of writing. 

7. Education of women. 



HISTORY OF EDUCATION. 15 

OUTLINE V.^Readiiig References. 

Painter: pp. 23-7. 33-8. 

Seeley: pp. 36-9. 46-51. 

Shoiip: pp. 133-7. 

Kemp: pp. 35-44. 

Davidson: pp. 37-47, 66-74. 

Laurie: pp. 13-51, 189-207. 

Schmid: pp. 153-77. 

Xenophon's Cyropedeia: Book 1, Chapter 2. 

Rawlinson's Ancient Monarchies II L pp. 347- 



63. 



Bettany: pp. 343-64, 462-82. 

Larned's History for Ready Reference: pp. 
673-4, 676-7, in article Education. 

Kiddle and Schem: Articles Peroia, Egypt. 

Sonnenschein: pp. 376-9, 393-5, in article Scliools 
of Antiquity. 



Note. — Nearly all accounts of old Persian education depend 
largely on Nenophon's description given in the Cyropedeia as 
referred to above; that his account is accurately historical is 
not believed. On the details of old Persian education we can 
be sure of very little. 



Ifj OUTLINE STUDIES. 

OUTLINE VI. 

FIRST EPOCH — ORIENTAL EDUCATION. 

V. The Jews. 

1. Racial characteristics. 

2. Nature and influence of the Jewish theocracy. 

3. Influence of the national festivals. 

4. Domestic education of the early period. 

5. Public education of later time. 

6. Schools of the prophets. 

7. The rabbinical schools. 

8. Cliaracter and educational use of Jewish 
literature. 

VI. Education in Mesopotamia. 

1. Succession of alhed nationalities. 

2. National characteristics and difl'erences. 

3. Schools and teachers. 

4. Writing and literature. 

5. Astronomy and mathematics. 

6. Other sciences and arts. 



HISTORY OF EDUCATION. 17 

OUTLINE VI.— Reading References. 

Seeley: pp. 40-5. 

Compayre: pp. 6-11. 

Painter: pp. 27-33. 

Shoup: pp. 126-31. 

Kemp: pp. 45-52. 

Davidson: pp. 45-55, 75-86. 

Laurie: pp. 55-105. 

Schmid 1: pp. 294-333. 

Sayce's Babylonians and Assyrians: pp. 47-62. 

The Jewish Encyclopedia: Article Education. 

Rawlinson's Ancient Monarchies 1: pp. 61-104, 
passnn. 

Bettany: pp. 483-99. 

Ellis, in Pedagogical Seminary: pp. 375-7. 

Imber, in Report Commissioner of Education 
1894-5: pp. 1801-20. 

Britannica III: pp. 190-1, in article Babylonia. 

Larned 1 : pp. 674-5, 677-8, in article Education. 

Kiddle and Schem: article Hebrews. 

Sonnenschein: pp. 370-3, in article Schools of 
Antiquity. 



Note. — The theocracy is the characteristic element in 
Jewish education. The frequent lapse of the Jews into idol- 
atry show the influence of surroiuiding peoples. The Assyrians 
illustrate another and ([uite different Semitic strain. The late 
history of this people shows the blending of Semitic and Turan- 
ian stocks. On this point see Laurie and Davidson. 



18 OUTLIXE STUDIES. 

OUTLINE VII. 

SECOND EPOCH — THE CLASSICAL NATIONS. 

l! Greece. 

1. Permanent influence of the classical nations. 

2. Comparison with Oriental nations. 

3. General Greek characteristics. 

4. Nature of education among the primitive 
Greeks. 

5. Education in Sparta. 

a. Classes of inhabitants. 

b. State control in education. 

c. Reasons for severity. 

d. Influence of Lycurgus. 

e. Physical training. 

f. Extent of intellectual culture. 

g. Elements of moral culture, 
h. Education of women. 



HISTORY OF EDUCATION. 19 

OUTLINE VII.— Reading References. 

Seeley: pp. 53-5, 68-73. 
Painter: pp. 39-46. 
Shoup: pp. 145-8. 
Kemp: pp. 55-63. 
Payne: pp. 12-16. 
Lane's Greek Education: pp. 5-38. 
Wilkin's National Education in Greece: pp. 1-59 
Laurie: pp. 208-63. 
Davidson: pp. 86-96. 
Davidson's Artistotle: pp. 3-51. 
Davidson's Education of the Greek People: pp. 
29-52. 

Monroe: pp. 52-79. 

Plutarch's Life of Lycurgus, in Parallel Lives. 

Earned 1: pp. 681-2, in article Education. 



Note. — Compare the traditional Spartan method of train- 
ing boys and youth with the account of Persian education given 
by Xenophon. Some authors are skeptical regarding the ex- 
clusive use of common tables and the complete separation 
of the boys and youth from family life. On this point compare 
Mahaffy and other authorities. 



20 OUTLIXE STUDIES. 

OUTLINE VIII. 

SECOND EPOCH — THE CLASSICAL NATIONS. 



I. Greece 


(continued.) 


6. Education in Athens. 


a. 


The aesthetic ideal. 


b. 


Exclusiveness. 


C. 


Relation to the state. 


d. 


Literary culture. 




(1). Elementary. 




(2). Advanced. 


e. 


G\mnastic trainin^^. 


f. 


Importance of music. 


g- 


Defective moral training, 


h. 


General results. 



7. Spartan and Athenian education compared. 



HISTORY OF EDUCATION. 21 

OUTLINE VIII.— Reading References. 

Painter: pp. 55-63. 

Compayre: pp. 17-22. 

Seeley: pp. 56-60. 

Kemp: pp. 62-9. 

Davidson: pp. 97-100. 

Laurie: pp. 263-300. 

Wilkins: pp. 60-100. 

Browning's Educational Theories: pp. 4-10. 

Monroe: pp. 79-110. 

Lane: pp. 39-85. 

Payne: pp. 17-21. 

Davidson (Aristotle): pp. 60-90. 

Davidson ((Ireek People) pp. 53-77. 

Larned: pp. 678-81, in article Education. 

Mahaft'y's Old Greek PMucation: pp. 1-68. 

Schniid I: pp. 178-257. 

Gardner and Jevon's Manual of Greek Antiqui- 
ties: pp. 297-322. 

Lowrey in Report Commissioner of Education, 
1897-8: pp. 571-39. 

Note. — An attempt should be made to understand the 
reasons for the wide difference between the Spartan and the 
Athenian standards of education. Could the nature of one be 
an evolution from the nature of the other? Later it will be of 
interest to compare Roman education in the earlier and later 
periods with Spartan and Athenian systems of education, 
respectively. 



22 OUTLINE STUDIES. 

OUTLINE IX. 

'second epoch — THE CLASSICAL NATIONS. 

8. Higher education. 

a. Ephebic training. 

b. Initiation into citizenship. 

c. Teachings and influence of the Sophists. 

d. Rise of philosophy. 

e. Early philosophers. 

f. Leading schools of philosophy. 

g. Character of university Hfe. 
h. Important institutions. 

i. Extension of Greek learning to other 

countries. 
i. Causes of its decay and extinction. 



HISTORY OF EDUCATION. 23 

OUTLINE IX.— Reading References. 

Capes's University Life in Ancient Atliens. 

Mahafly: pp. 69-139. 

Wilkins: pp. 80-9L 

Davidson: pp. 98-105. 

Kemp: pp. 72-83. 

Monroe: pp. 102-20, 160-72. 

Laurie: pp. 300-13. 

Davidson (Artistotle) : pp. 93-104, 205-13. 

Davidson (Greek People): pp. 72-91. 

Britannica: article Sophists. 

Lamed I: pp. 682-5, in article Education. 

Note. — Not all authors on Greek education use the term 
university in connection with the institutions for higher study, 
but in definiteness of aim, systematic organization to accomplish 
this aim, and intellectual results, these agencies of the higher 
Greek culture were more deserving of the title of university than 
the majority of the institutions bearing that name that existed 
between the twelfth, [and the eighteenth century. 



24 OUTLINE STUDIES. 

OUTLINE X. 

SECOND EPOCH — THE CLASSICAL NATIONS. 

I. Greece (Continued.) ^ 

9. Socjates. 

a. Life and character. 

b. Teaching power. 

c. Socratic method. 

d. Relation to the Sopiiist. 

e. Reasons for antagonism to Socrates. 

f. Permanent influence. 

10. Xenophon. 

a. Leading events of his life. 

b. Relation to Socrates. 

c. Educational discussion in the Cyro- 
pedeia. 

d. Views on woman's education in the 
Economist. 



HISTORY OF EDUCATIOX. 25 

OUTLINE X.— Reading References. 
Monroe: pp. 120-30. 
Kemp: pp. 93-7. 
Compayre': pp. 22-7; 34-(). 
Painter: pp. 63-7. 
Wilkins: pp. 101-3. 

Fitch's Educational Aims and Methods: pp. 
46-80. 

Davidson ((ireeix Peoph-): pp. 103-27. 
Davidson (Aristotle): pp. 107-32. 
Dakyns's Xenophon III: pp. 225-47. 
Xenophon's Cyropedeia: Book 1, Chapter 2. 
Diogenes Laertius: pp. 63-79. 
Kiddle and Schem: article Socrates. 
Britannica: article Socrates. 
Edu^"itional Review II: pp. 406-12. 



NoTF.s. — 1. Though constantly holding the Sophists 
up to scorn and ridicule. Socrates has been called by some 
the greatest of the Sophists. It is only in the form of his teach- 
ings that there could be the slightest basis for this statement. 
The spirit of his philosophy and his deep reverence for truth 
places Socrates far above the Sophists of his day. 

2. Although Xenophon was an Athenian he seemed to 
prefer the Spartan ideal of education. Compare the chapter 
on Persian education in the Cyropedeia. Why should an 
Athenian of Xenophon's time idealize a system so primitive? 



26 OUTLINE STUDIES. 

OUTLINE XI. 

SECOND EPOCH — ^THE CLASSICAL NATIONS. 

I. Greece (Continued.) 

11. Plato and his educational doctrines. 

a. Early life and training. '* 

b. Relation to Socrates. 

c. Character as a teacher and philosopher. 

d. The academy. 

e. Nature of liis writings. 

f. Educational views expressed in the 
Repubhc. 

(1). Organization of society. 
(2). Division of powers of the soul. 
(3). Methods of training children. 
(4). Subjects included in liberal course 

of study. 
(5). Education of women. 

g. Educational doctrines expressed in the 
Laws. 



HISTORY OF EDUCATIOX. 27 

OUTLINE XL— Reading References. 

Mahaily: pp. 99-110. 

Wilkins: pp. 103-34. 

Painter: pp. 67-73. 

Compayr^: pp. 27-34. 

Seeley: pp. 63-5. 

Browning: pp. 9-14. 

Kemp: pp. 77-9. 

Monroe: pp. 130-46. 

Davidson (Aristotle): pp. 133-50. 

Davidson (Greek People): pp. 128-51. 

Nettleship's Lectnres on the Republic: pp.77- 
130, 259-93. 

Bosanquet's Plato's Education of the Young. 

Nettleship, in Abbot's Hellenica: pp. 67-180. 

Bryan's Plato the Teacher: especially on Book 
VII. 

Kiddle and Schem: article Plato. 

Sonnenschein: article Plato. 



Note. — Compare the educational .scheme proposed in the 
Repubhc with the systems of caste distinction in India and 
Egypt. Was Plato despairing of the organization of society, 
schools, etc., then existing in the Athenian state? 



28 OUTLINE STUDIES. 

OUTLINE XII. 

SECOND EPOCH — ^THE CLASSICAL NATIONS. 

I. Greece. (Continued.) 

12. Aristotle. 

a. Biograpliical sunniiar\ . 

b. Relation to Plato and to Socrates. 

c. Writings. 

d. Outlines of educational system. 

e. Work as a teacher. 

(1). In Macedonia. 
(2.) In the Lyceum. 

f. Permanent influence. 

13. P3"thagoras. 

a. Life and character. 

b. School founded by him. 

c. Course of study. 

d. Leading educational doctrines. 

e. Spartan character of system. 



HISTORY OF EDUCATION. 

OUTLINE XII.— Reading References. 
Wilkins: pp. 135-67. 
Browning: pp. 14-17. 
Painter: pp. 46-50, 73-7. 
Compayre: pp. 36-40. 
Seeley: pp. 65-7, 73. 
Monroe: pp. 146-60. 
Monroe's Source Book: pp. 265-94. 
MahafTy: pp. 110-15. 
Laurie: pp. 313-18. 
Davidson (Aristotle) pp: 52-9, 153-202. 
Davidson ((Jreek People): pp. 152-68. 
Kiddle and Schem: article Aristotle. 
Sonnenschein: article Aristotle. 



Notes. — 1. If Aristotle had little influence upon edu- 
cation and the schools in his time, his later influence, exerted 
through his philosophy and treatises on many subjects was 
almost unbounded. This will be observed later in connection 
with Mohammedan schools and Scholasticism. 

2. The school of Pythageras is widely at variance with 
any other system of Greek education. It seems to include 
Spartan, Egyptian, and Hindoo elements. What present day 
cults hold doctrines similiar to those taught by Pythagoras? 



30 OUTLINE STUDIES. 

OUTLINE XIII. 

SECOND EPOCH — THE CLASSICAL NATIONS. 

11. Rome. 

1. Character of the early Romans. 

2. National ideals. ^ 

3. Family life. 

4. Regard paid to women. 

5. Nature of education in the early period, 
a. Concrete ends aimed at. 

6. Relation of the individual to the nation. 

7. First establishment of schools. 

8. Training of girls. 

9. Introduction of Greek education. 

10. Difference in the attitude of the Greek 

and the Roman mind toward culture. 

11. Classes of schools established under Greek 

influence. 

12. Qualifications and emoluments of teachers. 



HISTORY OF EDUCATION. 31 

OUTLINE XIIL— Reading References. 

"Wilkins's Roman Education: pp. 1-23. 

Monroe: pp. 176-97. 

Clarke's Education of Children at Rome: pp. 1-27 

Painter: pp. 77-83. 

Compayre: pp. 43-7. 

Davidson: pp. 105-11. 

Laurie: pp. 319-49. 

Rosenkranz's Pliik)sophy of Education: pp. 
229-39. 

Monroe's Source Book: pp. 327-35. 

Bohatta's Erziehung und Unterricht bei den 
Greichen und Romern: pp. 49-57. 



Note. — Compare the earlier and the later periods of Roman 
education in the relative importance given to physical, moral 
and intellectual development, and in regard to the social and 
intellectual status of woman. Compare the earlier period with 
SjDartan ideals and practice, and the later with Athenian. 



32 OUTLINE STUDIES. 

OUTLINE XIV. 

SECOND EPOCH — THE CLASSICAL NATIONS. 

II. Rome (Continued.) 

13. Programs of study. 

a. In schools of the Utteratores. 

b. In schools of the literati. 

c. In schools of the rhetors. 

14. Extent and character of Roman hterature. 

15. Libraries. 

16. Extent of state support and control of 

schools. 

17. Methods of teaching and governing. 

18. School buildings and equipment. 

19. QuintiHan as an educator. 

a. Teaching work. 

b. Institutes of Oratory. 

c. General educational principles. 

20. Other writers on education. 

21. Decline of the Roman schools, 
a. Reasons for. 



HISTORY OF EDUCATION. 33 

OUTLINE XIV.— Reading References. 

Wilkins's Roman Education: pp. 23-98. 

Monroe: pp. 197-218. 

Painter: pp. 83-101. 

Compayre: pp. 47-60. 

Kemp: pp. 86-93. 

Browning: pp. 18-34. 

Seeley: pp. 74-88. 

Clarke: pp. 38-168. 

Laurie: pp. 349-436. 

Monroe's Source Book: pp. 386-509. 

Quintilian's Institutes of Oratory (Bohn Edi- 
tion): pp. 9-28. 

Bohatta: pp. 57-81. 

Ussing's Erziehung und Jugendunterricht bei 
den Grieclien und Rbmern. 

Kiddle and Schcm: article Rome. 

Sonnenscliein: article Roman Education. 



34 OUTLINE STUDIES. 

OUTLINE XV. 

THIRD EPOCH. — EARLY CHRISTIAN'EDUCATION. 

I. The Spiritual and Intellectual Force of Chris- 

tianity. 

1. Compared with the religions of Greece and 
Rome. 

2. With Judaism. 

3. In family life. 

4. Rapid spread of Christianity. 

5. Impulse toward education. 

II. Reasons for Lack of Literary Training. 

1. Poverty and ignorance of many early 
Christians. 

2. Extreme emphasis placed upon the spiritual 
element. 

3. Wars and persecutions. " 

4. Lack of Christian Hterature. 

III. Attitude of Early Christians toward Pagan 
Learning. 

1. General opposition. 

2. Religious and moral basis of this opposition. 

3. Some Clu-istian defenders of the old learning. 

4. Suppression of the pagan schools A. D. 
529. 



HISTORY OF EDUCATION. 35 

OUTLINE XV.— Reading References. 

Compayre: pp. 01-71. 
Davidson: pp. 127-32. 
Seeley: pp. 89-100. 
Painter: pp. 102-12. 
Monroe: pp. 221-30, 238-43. 
Shoup: pp. 165-9. 
Payne: pp. 23-31. 
West's Alcuin: pp. 9-18. 
Schmid: pp. 48-83. 

Note. — The early Christians placed them8elves in an in- 
tellectual dilemma by condemning and rejecting pagan litera- 
ture when Christian literature was practically nil. As this 
antagonism . gradually lessened many Christian youth were 
trained in the Romano-Hellenic schools up to the time of their 
suppression . 



36 OUTLINE STUDIES. 

OUTLINE XVI. 

THIRD EPOCH. — EARLY CHRISTIAN CENTURIES. 

IV. How the Old Learning was Preserved. 

1. Greek and Roman libraries. 

2. The work of copyists. 

3. Losses through fanaticism and neglect. 

V. Catachetical schools. 

1. Reasons for founding. 

2. Course of study. 

3. Liberalizing tendencies. 

VI. Influence of asceticism. 

1. Early antagonism to intellectual culture. 

2. The hermit epoch. 

3. Development of monasteries. 

4. Significance of the monastic life. 

VII. Influence of Teutonic Invasions. 

1. Immediate losses through wars and violence. 

2. Intellectual promise of the Teutons. 



HISTORY OF EDUCATIOX. 37 

OUTLINE XVI.— Reading References. 

Monroe:pp. 230-8, 262-7. 

Laurie's Rise of Universities: pp. 22-8. 

Seeley: pp. 101-15. 

Shoup: pp. 162-9. 

Painter: pp. 112 14. 

Kemp: pp. 106-8. 

Schmid II: pp. 36-47. 

Education I: pp. 556-68. 

Ellis, in Pedagogical Seminarj- 3: pp. 377-9! 

Mullinger's Schools of Charles the Great : pp. 20-22 

Drane's Christian Schools and Scholars: pp. 1-47. 

Note. — It is an interesting historical paradox that the 
ascetic movement, which began in an ahnost complete turning 
away from intellectual culture, finally led to the founding of 
institutions that were for a thousand years the chief agencies 
in the conservation of learning. 



38 OUTLINE STUDIES. 

OUTLINE XVII. 

FOURTH EPOCH. — MIDDLE AGE EDUCATION. 

I. General Neglect of Learning. 

1. Extinction of the Roman schools. 

2. Social and poMtical conditions. 

3. Indifferent equipment of the Christian.schools. 

II. The Seven Liberal Arts. 

1. Early origin. 

2. Varro's classification. 

3. Gradual acceptance in Christian schools. 

4. Work of Martianus Capella. 

5. Writings of Cassiodorus and Isadore. 

6. The Trivium and the Quadrivium. 

7. Long use of the seven hberal arts as the 
standard of learning. 

III. Continued Influence of Asceticism. 

1. Fear of intellectual development. 

2. Meagerness of school programs. 

3. ^^arying forms of asceticism. 



HISTORY OF EDUCATION. 39 

OUTLINE XVIL— Reading References. 

Monroe: pp. 248-53, 267-74. 

Williams's .Medieval Education: pp. 47-54, 

West's AlcLiin: pp. 4-27. 

Davidson (Aristotle): pp. 239-47. 

Painter: pp. 114-18. 

Compajrt^: pp. 67-71. 

Shoup: pp. 178-81. 

Seeley: pp 118-20. 

Note — ^Trace the seven liberal arts back to Aristotle, if 
possible, and determine if the subjects that formed the school 
cmTiculiim of Christendom for so many centuries were derived 
from the ideal scheme of education outlined bv Aristotle. 



40 OUTLINE STUDIES. 

OUTLINE XVIII. 

FOURTH EPOCH— MIDDLE AGE EDUCATION. 

IV. Types of Middle Age Schools. 

1. The monastery school. 

a. Original idea of the monastery. 

b. The necessity of its educational activi 
ties. 

c. Program of studies. 

d. Distinction of interns and externs. 

e. Rigid discipline of the monastery schools. 

2. The episcopal school. 

a. Purpose and character. 

b. How differentiated from the monastery 
school. 

3. The parochial school. 

a. Character and control. 

b. Program of work. 

7. The Early schools of Ireland and Britain. 

1. How established. 

2. Character of their work. 

3. Recognition of women. 

4. Spread of influence. 



HISTORY OF EDUCATION'. 41 

OUTLLNE XVIII.— Reading References. 

Gaskoin's Alcuin: pp. 1-40. 

Monroe: pp. 243-74. 

Kemp: pp. 109-21. 

Painter: pp. 118-22. 

Browning: pp. 37-40. 

Williams: pp. 56-61. 

Seeley: pp. 116-18. 

Davidson: pp. 153-5. 

Edgar's Early Scottish Education: pp. 8-19. 

Healy's Ireland's Ancient Schools and Scholars, 

91-109, passim. 
Drane Christian Schools and Scholars I: pp. 48- 
129, passim. 

Note. — ^Try to explain the fact that from the sixth to the 
eighth century Ireland and Britain held the intellectual primacy 
of Europe. Do you think the later development on the conti- 
nent was derived mainlv from this earlv mo^'ement? 



42 OUTLINE STUDIES. 

OUTLINE XIX. 

FOURTH EPOCH — MIDDLE AGE EDUCATION. 

VI. The work of Charlemagne and Alcuin. 

1. Neglect of schools in their time. 

2. Political and intellectual ambitions of Char- 
lemagne. 

3. His plans for national education. 

4. The Palace School. 

5. Alcuin. * 

a. Life and teaching work. 

b. Writings. 

c. Educational influence. 

6. Reasons for failure of the renaissance of 
Charlemagne. 



HISTORY OF EDUCATIOX. 43 

OUTLINE XIX.— Reading References. 

Gaskoin's Alcuin: pp. 167-201, et passim. 

West's Alcuin: pp. 28-123. 

Mullinger: pp. 41-127, et passim. 

Williams: -pp. 146-232. 

Davidson: pp. 155-7. 

Monroe: pp. 274-9. 

Keaip: pp. 122-5. 

Seeley: pp. 125-9. 

Ccnipayre: pp. 71-3. 

Painter: pp. 122-4. 

Laurie (Universities): j^p. 39-53. 

Rashdall's Universities of Europe in the Middle 
Ages: pp. 26-30. 

Morley's English writers II: pp. 158-73. 

Townsend's (ireat Sclioohnen of the Middle 
Ages: pp. 17-32. 

Britannica: article Alcuin. 

Kiddle and Schem: article Charlemagne. 

Drane: pp. 161-265, passim. 

Note. — The educational work of Charlemagne seems to 
have had quite as much a political, as an intellectual basis. It 
was one of the details for building a great empire. How does 
it compare with the present German attitude toward educa- 
tion? 



44 OUTLINE STUDIES. 

OUTLINE XX. 

FOURTH EPOCH. — MIDDLE AGE EDUCATION. 

VI I. Mohammedan Learning. 

1. Early antagonism of the Arabs to study. 

2. The rehgious motive of education. 

3. From religious to secular education. 

4. Source of material. 

5. Growth of schools, east and west. 

6. Attainments in various departments of 
learning. 

7. Noted names. 

8. Decadence of schools, reasons for. 

9. Their influence on the learning of other 
countries. 



HISTORY OF EDUCATION. 45 

OUILINE XX.— Reading References. 

Monroe: pp. 331-4. 
Williams: pp. 24-32. 
Kemp: pp. 130-2. 
Painter: pp. 132-3. 
Seeley: pp. 43-7. 
Shoiip: pp. 170-2. 
Schmid II: pp. 570-611. 
Davidson: pp. 132-50. 

Draper's Intellectual Development of Europe: 
pp. 383-90, 402-12. 

Crichton's History of Arabia II: pp. 60-107. 
Kiddle and Schem: article Arabian Schools. 
Britannica II: pp. 262-5, in article Arabia. 

Note. — This subject seems to have been treated very in- 
adequately by most historians of education. The phases of 
most importance are the origin of Mohammedan schools and 
their influence upon later systems of education. 



4(i OUTLINE STUDIES. 

OUTLINE XXI. 

FOURTH EPOCH. — MIDDLE AGE EDUCATION. 

VIII. Rise of Universities. 

1. Influence of Alcuin and his pupils. 

2. Influence of the Mohammedans. 

3. Aberlard. 

a. Life and work. 

b. Relation to imiversities. 

4. Growth of the scientific spirit. 

5. Necessity for oral teaching. 

6. Development of the university from the 
lower schools. 

7. Distinction between the university and the 
school. 

8. Relation of the universit}- to church and 
state. 

9. Beginnings of the University of Paris. 

10. The University of Bologna. 

11. The University of Salerno. 

12. Other earlv universities. 



HISTORY OF EDUCATION. 47 

OUTLINE XXL— Reading References. 

Compayre's Abelard: pp. 3-69. 

Rashdall: pp. 38-72, et passiw. 

Laurie (Universities): pp. 91-170, 236-67. 

Paulsen's German Universities: pp. 16-38. Same 
matter in report Commissioner of Education for 
1891-2: pp. 253-60. 

Compayre: pp. 75-7. 

Davidson: pp. 166-74. 

Kemp: pp. 138-43. 

Monroe: pp. 313-17. 

Kirkpatrick, in Barnard's Journal of Education 
24: pp. 495-510. 

Schmid II: pp. 336-425 

Ruber's English Universities: pp. 1-63. 

Headlam's Oxford and Its Story: pp. 61-92. 

Stubbs's Cambridge and Its Story: pp. 49-70. 

Denifle's Universataten des Mittelalters: pp. 1- 
39, et passim. 

Britannica XXIII: pp 831-6, in article Uni- 
versity. 

Drane II: pp. 1-182, passim. 



Note. — In the earliest universities authority was mainly 
derived from the students: in modern universities authority is 
granted by the state. Student universities and state uni- 
versities are the extreines as to university authority. 



48 OUTLINE STUDIES. 

OUTLINE XXII. 

FOURTH EPOCH. — ^MIDDLE AGE EDUCATION. 

VIII. Rise of Universities (Continued.) 

13. Privileges of universities. 

14. Organization of nations and faculties. 

a. Reason for. 

b. Officers. 

c. Relations of the faculties. 

15. University government. 

a. Election of university authorities. 

b. Enforcement of rules and law. 

16. Courses of study. 

17. Methods of teaching and learning. 

18. Examinations and degrees. 

19. Manner and habits of student life. 

20. Extent of the influence of early universities 



HISTORY OF EDUCATION. 49 

OUTLINE XXII.— Reading References. 

Rashdall I: pp 4-22, 178-232, 393-420, et passim 
Compayr^$^ Abelard: pp. 75-306, passim. 
Laurie (Universities): pp. 172-235,268-93. 
Schmid II: pp. 425-548. 

Savigny, in Barnard's Journal of Education: 
pp. 273-95, 309-16. et passim. 
Denifle: pp. 40-218. 
Monroe: pp. 317-27. 
Painter: pp. 134-8. 
Kemp: pp. 143-5. 
Pick's Auf Deutschlands Hoiien Schulen: pp. 2-3 



Notes. — 1. Interesting comparisons of the medieval 
and modern universities may be made with reference to de- 
gree requirements, faculties, and the manner of student life. 

2. Note the relation of the faculty of Arts to the other 
faculties and the changed relation of later times. 



50 OUTLINE STUDIES. 

OUTLINE XXIII. 

FOURTH EPOCH. — MIDDLE AGE EDUCATION. 

IX. Byzantine Learning. 

1. Source and character. 

2. Reasons for its feeble activitj* and influence. 

3. Relation to the Renaissance. \ 

X. Scholasticism. 

1. General character. 

2. Famous schoolmen. 

3. Leading doctrines. 

4. Scholastic methods. 

5. Causes of dechne. 

6. Influence on medieval culture. 

XI. Influence of the Crusades. 

1. In intellectual interests. 

2. In social and political life. 

3. On the development of commerce. 



HISTORY OF EDUCATION. 51 

OUTLINE XXIII.— Reading References. 

Williams: pp. 33-8, 108-10. 

Davidson: pp. 159-65. 

Monroe: pp. 292-312. 

Sclimid II: pp. 258-308. 

Kemp: pp. 126-9. 

Compayre: pp. 74-5. 

Seeley: pp. 120-4; 136-8. 

Laurie (Universities): pp. 88-90. 

Townsend: pp. 313-61, passim. 

Painter: pp. 126. 

Kiddle and Schem: article Scholasticism. 

Sonnenschein: article Scholasticism. 

Drane 7: pp. 432-84, passim. 



Note. — In the history of education, the chief significance 
of scholasticism is the change that it produced in the subject 
matter and method of study. Scholasticism later yielded to 
humanism, just as humanism has more recently yielded some- 
what to realism. 



52 OUTLINE STUDIES. 

OUTLINE XXIV. 

FOURTH EPOCH. — MIDDLE AGE EDUCATION. 

XII. Educational Work of Alfred the Great. 

1. Influence of Charlemagne. 

2. His personal furthering of scholarship. 

3. Effect of his stimulus. 

XIII. Burgher and Town Schools. 

1. Origin. 

2. Languages used. 

3. Subject matter taught. 

4. Attitude of the church toward these schools. 

XIV. The Education of Chivalry. 

1. Stages of advancement. 

2. Content of chivalric education. 

3. Minnesingers and troubadours. 

XV. Education of Women. 

1. General condition. 

2. Among the knightly class. 

3. Nature of training. 



HISTORY OF EDUCATION. 53 

OUTLINE XXIV.— Reading References 

Monroe: pp. 284-91, 337-9. 
Williams: pp. 89-90, 95-105. 
Seeley: pp. 130-5. 
Painter: pp. 125-30. 
Browning: pp. 40-1. 
Laurie (Universities): pp. 36-7. 
Kemp: pp. 132. 
Schmid II: pp. 232-58. 
Drane: pp. 226-87. 



Note. — The formerly undisputed claim of the church to 
control education receives its first cheek in the foundation of 
the burgher school. Thereafter until the present the church 
more ancl more yields its authority over the school to the state. 



54 OUTLINE STUDIES. 

OUTLINE XXV. 

FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

I. Revival of Learning. 
L Causes. 

a. Crusades and tlieir iniluences. 

b. Explorations. 

c. Scientific discoveries. 

d. Art of printing. 

e. Fall of Constantinople. 

f. Influence of Dante, Petrath and Boccaccio 

2. Unequal progress in different countries. 

a. Order in which leading countries were 
influenced. 

3. Unlike effects produced on different nation- 

alities, 
a. Types — Italy and Germany. 

4. Changes in educational purposes and methods 



HISTORY OF EDUCATION. 55 

OUTLINE XXV.— Reading References. 

Kemp: pp. 149-54. 

Williams (Modern Education): pp. 23-48. 

Monroe: pp. 351-70. 

Symonds's Revival of Learning: pp. 51-113. 

et passim _ 

Symonds's Age of Despots: Chapters I and II, 
passim , 

Burckliardt's Renaissance in Italy: pp. 171-G, 
187-216, passim. 

Draper's Intellectual Development of Europe 
II: pp. 190-207. 

Painter: pp. 139-42. 

Compayre! pp. 83-6. 

Seeley: pp. 148-57. 

Browning: pp. 43-6. 

Shoup: pp. 190-208. 

Education, Volume 1: pp. 37-47, 177-9. 

Britannica: article Renaissance, passim. 

Drane.II: pp. 183-209. 



56 OUTLINE STUDIES. 

OUTLINE XXVI. 

FIFTH EPOCH. — ^RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

II. Humanism. 

1. Origin and growth of its influence. 

2. Characteristics of early humanism. 

3. Reasons for its rapid development. 

4. Antagonistic influences. 

5. Typical humanists. 

a. Agricola. 

i (1). Life and work. 

(2). Educational views. 

b. Erasmus. 

(1). Life and character. 

(2). Writings. 

(3). Educational views. 

(4). Influence. 

6. Survival of humanistic ideas. 



HISTORY OF EDUCATION. 57 



OUTLINE XXVI.— Reading References. 

Monroe: pp. 370-82. 

Browning's Aspects of Education: Chapter 1. 

Barnard's German Educators: pp. 59-65, 71-84. 

Seeley: pp. 157-63. 

Compayre: pp. 85-91. 

Williams (Modern Education) : pp. 20-22, 56- 



65. 



Painter: pp. 142-53. 

Kemp: pp. 155-61. 

Woodward's Erasmus Concerning Education, 

passim , 

Schmidll: pp. 1-150. 



Notes. — 1. Humanism is a term that needs careful defin- 
ition. There have been many phases in the development of the 
idea. The humanism of Erasmus is quite different from the 
humanism of today, and there have been many intermediate 
stages. Humanism represents the most vital single element 
in the history of culture for five hundred years. 

2. Determine to what extent the prominence of classi- 
cal studies in present day curriculums is logical, and to what 
extent based on historical grounds. 



58 OUTLINE STUDIES. 

OUTLINE XXVII. 

FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

III. Educational results of the Reformation. 

1. Relation of the Revival of Learning to the 
Reformation. 

2. Condition of schools prior to the Reforma 
tion. 

3. Attitude of church authorities toward greater 
intellectual freedom. 

4. Protestant principles that enforced educa 
tional efforts. 

5. Educational principles and practices of the 
reformers. 

a. Luther. 

b. Melancthon. 

c. Calvin. 

d. Zwingli. 



HISTORY OF EDUCATION. 59 

OUTLINE XXVII.— Reading References. 

Kemp: pp. 162-75. 

Monroe: pp. 401-16. 

Painter: pp. 153-73. 

Seeley: pp. 164-73. 

Williams (Modern Education): pp. 52-5, 91-6. 

Compayre: pp. 113-20. 

Davidson: pp. 175-89, pass/m. 

Sclimid lib: pp. 151-275. 

Barnard's German Teachers and Educators: pp. 

97-184. 
Cyclopedias of Education: articles Luther, Mel- 

ancthon. 
Painter's Lutlier on Education, passim. 



Note. — Show the logical connection between the Revival 
of Learning and the Reformation, and how each was, in some 
sense, at the same time the cause and the effect of the other. 



60 OUTLINE STUDIES. 

OUTLINE XXVIII. 

FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

IV. Educators of the Period. 

1. Vives — an early exponent of modern doc- 
trines. 

a. His times and his works. 

b. Views regarding the character of teach- 
ers. 

c. Concerning method. 

d. Influence of school buildings and sur- 
roundings. 

2. Ramus — ^the revolt Against scholasticism, 
a. Life and work. 

' ' b. i\ttitude toward scholasticism, 
c. University reform. 

3. Rabelais — Si forerunner of realism. 

a. Life and character. 

b. Gargantua and Pantagruel. 

c. Leading educational doctrines. 

4. Vittorino da Feltre. 

a. Modern tendencies. 

b. Relation to revival of learning. 

c. Work and influence as a teacher. 



HISTORY OF EDUCATION, 61 

OUTLINE XXVIII.— Reading References. 

Williams (Modern Education): pp. 65-80. 

Compayre: pp. 91-100, 132. 

Munroe's Educational Ideals: pp. 8-35. 

Browning: pp. 68-79. 

Shelley's Scientific Men of France I: pp. 23-39. 

Monroe's Comenius: pp. 16-22. 

Quick's Educational Reformers: pp. 63-9. 

Monroe: pp. 446-8. 

Laurie's Educational Opinions from the Renais- 
sance: pp. 18-23. 

Symonds's Age of Despots: pp. 176-8. 

Burckhardt's Renaissance in Ital.v: pp. 213-4. 

Schmid's Encyclopadie Erziehungs und Unter- 
richts IX: pp. 760-851. 

Rein's Encyclopadisches Handbuch der Pada- 
gogik: articles Ramus, Vives. 



Note. — While neither Rabelais nor Montaigne was an edu- 
cator in the usual sense, they discussed educational conditions 
with such spirit that it seemed proper to study their views in 
connection with these outlines. 



6Z OUTLINE STUDIES. 

OUTLINE XXIX. 

FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

IV. Educators of the Period (Continued). 

4. Montaigne. 

a. Life. v 

b. Writings. 

c. Educational views. 
(1). Language study. 
(2). Discipline. 

(3). Method. 

5. Ascham. 

a. Life and work as a teacher. 

b. Methods of language study. 

c. Views regarding school discipline. 

6. Mulcaster. 

a. Education and teaching work. 

b. Writings. 

c. Leading educational doctrines. 



HISTORY OF EDUCATION. (i3 

OUTLINE XXIX.— Reading References. 

Montaigne's Education of Caildren (International 
Education Series). 

Aschani's Schoolmaster (Arber's English Re- 
prints.) 

Mulcaster's Positions: pp. 299-309, ef />ass/m. 

Compayre' pp. 100-110. 

Browning: pp. 79-90. 

Williams: pp. 80-90, 106-13. 

Munroe: pp. 95-123, passim. 

Gill's Sj^stem of Education: pp. 4-13. 

Quick: pp. 70-102. 

Giles' Ascham's Works III: pp. 78-167, c/ passim. 

Adams's Famous Books: pp. 86-113. 

Carlisle's Two Great Educators: pp. 1-54, passim. 

Fitch's Educational Aims and Methods: pp. 215- 
48. 

The Schoolmaster in Literature: pp. 13-24. 

OKphant's Educational Writings of Richard Miil- 
caster, passim. 

Johnson's Works 12: pp. 308-28. 

Laurie (Educational Opinion): pp. 58-85, 94-116. 

Monroe: pp. 382-5, 455-61, 465-7. 



Note. — The page refereiice.s to Quick's Educational Re- 
formers are to the edition in the International Education Ser- 
ies. The same matter may be found in the Clark and the Bar- 
deen editions. The references to Williams are to the third 
edition of his History of Modern Education. Generally the 
same matter may be found in the earlier editions. 



64 OUTLINE STUDIES. 

OUTLINE XXX. 

FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

lY. Educators of the Period (Continued). 
7. Loyola and the Jesuit Schools. 

a. Origin of the S3'stem, 

b. Rapid development. 

c. Courses of study — /(:a//o Studii'iuw. 

d. Methods of teaching. 

e. Discipline. 

f. Use of emulation. 

g. Reputation of the Jesuit schools, 
h. Chief defects of the system. 

i. Later influence. 



HISTORY OF EDUCATION. 65 

OUTLINE XXX.— Reading References. 

Hughes' Loyola: chapters VI and X, et passim. 

Barnard's (iernian Edn^tors: pp. 229-67. 

Compayre: pp. 138-5(1^^ 

Painter: pp. 187-94. 

Quick: pp. 33-62. 

Mimroe: pp. 125-37. 

Shoup: pp. 210-14. 

Williams: pp. 113-17. 

Seeley: pp. 182-9. 

Browning: pp. 118-27. 

Davidson: pp. 183-8. 

Draper II: pp. 214-28. 

Russell (German Higher Schools): pp. 46-52. 

Monroe: pp. 420-9. 

Laurie (Educational Opinion): pp. 86-94. 



Note. — The Ratio Studiorum, the course of study for 
the Jesuit schools, was, in the early part of the nineteenth cen- 
tury, modified to meet the greater demand for modern languages 
and science work; but in detail and in spirit the plan of work in 
these schools remains very much the same as it was three 
hundred years ago. Few educational instruments have shown 
such prolonged power and usefulness as has the Ratio Stu- 
diorum. 



66 OUTLINE STUDIES. 

OUTLINE XXXI. 

FIFTH EPOCH. — REXAISSANCE AXD SIXTEENTH CEN- 
TURY. 

IV. Educators of the Period (Continued). 

8. Sturm. 

a. His woiiv as a teacher. 

b. Character of Sturm's graded system. 

c. Its influence. 

d. Defects in Sturm's theory and practice. 

9. Trotzendorf. 

a. His relation to Melancthon. 

b. Emphasis put on preparatoiy work. 

c. Form of school government. 
10. \eander. 

a. Elementary and higher work distinguish 
ed. 

b. Place given to scientific studies. 



HISTORY OF EDUCATIOX. (i7 

OUTLINE XXXI.— Reading References. 

Williams: pp. 96-10(1. 

Seeley: pp. 174-181. 

Painter: pp. 179-84. 

Quick: pp. 27-32. 

Barnard's German Educators: pp. 185-223, pas- 
sim. 

Monroe: pp. 391-3. 

Laurie (Educational Opinion): pp. 18-30. 

Rein: articles Sturm, Trotzendorf. 

Schmid (Encyclopadie) articles Xeander, Sturm, 
Trotzendorf. 

Kiddie and Scliem: articles Sturm, Trotzendorf, 
German\-. 



Notes. — 1. A system of grading and the classical ideal in 
studies are the two important elements that Sturm contributed 
to school systems. The prominence given to classical studies 
is still very marked in many quarters. The German gymnasium, 
the English public school, and the American church college il- 
lustrate the classical tendency. 

2. Some recent experiments in developing self-govern- 
ment among youth add interest to Trotzendorf's plan of school 
government. The honor system as used in some colleges and 
universities, the George Junior Republic, and the school city 
as found in some city grammar and high schools show recent 
applications of some of the principles set forth by Trotzen. 
dorf. 



68 OUTLINE STUDIES. 

OUTLINE XXXII. 

FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- 
TURY. 

\'. Universities at the end of the Sixteenth Century. 

1. Progress in the founding of new institutions. 

2. Conflict between scholasticism and human- 
ism. 

3. Resulting changes in courses of study 

4. Influence of printing on universit\^ work. 

5. Lessening of international character of uni- 
versities. 

6. Character and customs of student life. 

VI. Secondary Education of the Period. 

1. Diff"erentiation of secondary schools and uni- 
versities 

2. Founding of schools in England. 

3. Extent of Jesuit schools and their influence. 

4. Protestant schools in Germany and Scandi- 
navian countries 

5. Humanistic character of the curriculum. 

VII. General Neglect of Elementary Education. 
1. Reasons for. 



HISTORY OF EDUCATION. 69 

OUTLINE XXXII. ^Reading References. 

Paulsen's German Universities: pp. 38-56. 

Huber's English Universities: chapters VII and 
Mil, passim. 

Barnard's Journal 6: pp. 11-37. 

Monroe: pp. 386-97. 

Laurie (Educational Opinion): pp. 31-7. 

Russell's German Higher Schools: pp. 17-45. 

Report of Commissioner of Education, 1897-8: 
pp. 15-23, 26-34. 

Note. It is a peculiar historical fact that the secondary 
schools of England by the end of the sixteenth century had 
very largely taken on the characteristics that they now possess. 
No other civilized country has been so conservative, educa- 
tionally, as England, and in no part of her system is this con- 
servatism shown so markedly as in the secondary schools. In 
ideals, organization, government, curriculum, and methods, 
the English secondary school at the end of the nineteenth was 
practically what it was at the end of the sixteenth century. 



70 OUTLINE STUDIES. 

OUTLINE XXXIII. 

SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH 
CENTURY. '^ 

I. Work of the Jansenists. 

1. Origin of the sect. 

2. Leading teachers and writers. 

3. Their educational theory and practice. 

4. Antagonism of the Jesuits. 

5. Permanence of Jensenist influence. 

6. Work of Jaquehne Pascal. 

II. Fenelon. ^ 

1. Leading events of life. 

2. Work as a teacher. 

3. Pedagogical writings. 

4. Leading educational principles. 



HISTORY OF EDUCATION. 71 

OUTLINE XXXIII.— Reading References. 

Munroe: pp. 134-52. 

Compayre: pp. 153-86. 

Quick: "pp. 172-95. 

Painter: pp. 238-50. 

Browning: pp. 127-34. 

Williams: pp. 186-90, 231-41. 

Seeley: pp. 138-9, 223-7. 

Monroe: pp. 533-4. 

Kemp: pp. 221-4, 229-31. 

Shelley's Scientific Men of France: pp. 329-73. 

Fenelon's Education of (jirls. 

Cadet's Port Ro}al Education: pp. 1-7, 46-59, 
200-9, 221-42, passim. 

Beard's Port Royal: pp. 127-60. 

Educational Review 6: pp. 485-92, and Vol. 7: 
pp. 64-71. ^ 

Kiddle and Schem: article Fenelon. 

Sonnenschein : article Jansenists. 



Note. — In its later influence the educational work of the 
Jansenists was very important, but it represents only one phase 
of their life and work; and the educational differences between 
the Jansenists and the Jesuits is only a small part of the long, 
bitter conflict between them. 



72 OUTLINE STUDIES. 

OUTLINE XXXIV. 

SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH 
CENTURY. 

III. Work of La Salle and Brethren of the Chris- 
tian Schools. 

1. Allied events precedent. 

a. Efforts of Demia. 

b. Work of Claude Joh'. 

c. "Book of the Parish School." 

2. La Salle and his- order. 

a. Life and character of La Salle. 

b. Brethren of the Christian Schools. 

c. Idea of normal training. 

d. Gratuitous and obligatory instruction. 

e. The "Conduct of Schools. " 

(1). Organization. 

(2). Curriculum. 

(3). Simultaneous instruction. 

(4). Punishment. 



HISTORY OF EDUCATION. 73 

OUTLINE XXXI v.— Reading References. 

Compayre; pp. 252-77. 
Kemp: pp. 231-4. 
Barnard's Journal III: pp. 437-48. 
Monroe: pp. 437-9. 
Seeley: pp. 227-9. 
Kiddle and Schem: article La Salle. 
La Grande Encyclopedia, X^': pp. 475-6. 
Buisson's Dictionnaire de Pedagogic, Tome II: 
pp. 1514-23. 



Note. — The work of the Brethren of the Christian Schools 
represents one of the most intelligent and most successful at- 
tempts to conduct primary schools for all the people made be- 
fore the advent of the nineteenth century and state education. 
La Salle began his work more than a century befoi-e there was 
anything like adequate organization for providing primary in- 
struction in England. 



74 OUTLINE STUDIES. 

OUTLINE XXXV. ' 

SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH 
CENTURY. 

IV. Rollin. 

1. Life and character. 

2. His teaching work. 

3. Connection with the University of Paris. 

4. His writings. 

5. Educational doctrines. 

V. Madame de Maintenon and the School of St. 
C>r. 

1. Founding and pin'pose of the school. 

2. Two periods and changed plans. 

3. Course of training. 

4. Writings and educational views of Madame 
de Maintenon. 

VI. Progress of, and general attitude toward, the 

education of women in France. 



HISTORY OF EDUCATION. JO 

OUTLINE XXXV.— Reading References. 

Compayre: pp. 212-52. 

Williams: pp. 224-31. 

Kemp: pp. 242-9. 

Painter: pp. 234-9. 

Buisson II: pp. 1770-5, 2620-4. 

Britannica and other general works. 

Fortnightly Review, April 1903: pp. 719-38. 

Notes. — 1. As an index of the bitterness of theological 
controversy it is interesting to note that the right of Rollin to 
hold the rectorship of the University of Paris was successfully 
challenged because of his adherence to Jansenist doctrines. 

2. The educational influence of Madame de Maintenon 
was much lessened by her complete change of plan of conduct- 
ing the school of St. Cyr. If the firet plans had been adhered 
to it is possible that France might have attained a place of 
leadership in the higher education of women. 



76 OUTLINE STUDIES. 

OUTLINE XXXVI. 

SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH 
CENTURY. 

"VJ. Work and influence of Ratich. 

1. The Innovators — nature of their influence. 

2. Chief demands made b.v them. 

3. Ratich the first of the Innovators. 

4. Life and character. 

5. His proposals for educational reform. 

6. Ratich's teaching experiences. 

7. Reasons for his failures. 

S. His writings and educational doctrines, 
f). Ratich's relation to subsequent reform. 



HISTORY OF EDUCATION. I i 

OUTLINE XXXVI.— Reading References. 

Quick: pp. 130-18 

Barnard's German Teachers: pp. 319-46. 

W. Monroe's Comenius: pp. 28-35. 

Browning: pp. 51-6. 

Seeley: pp. 204-209-11. 

Shoiip: pp. 217-8. 

Williams: pp. 154-62. 

Painter: pp. 213-19. 

Compayre': pp. 121-2. 

Payne: pp. 67-71. 

Laurie's Comenius: pp. 15-18. 

Monroe: pp. 478-9. 

Kemp: pp. 200-6. 

Cyclopedias of Education: article Ratich. 



Note. — Compare Ratich's educational principles Avith 
the general principles of the Innovators. What views set forth 
by Ratich seem to lack validity? It happened to Ratich as 
to many other historical characters that those who followed 
him, adopting and adapting his principles and plans, have re- 
ceived more credit than the originator. The reasons for this 
are partly personal and partly in the nature of the times in 
which he lived. 



78 OUTLINE STUDIES. 

OUTLINE XXXVII. 

SIXTH EPOCH — EDUCATION . IX THE SEVENTEENTH 
CENTURY. 

VII. Comeiiius — The Greatest of the Innovators. 

1. Early life and education. 

2. ^^'ork at Fulneck. 

3. At Lissa. 

4. Msit to London. 

5. Work in Elbing. 

6. In Patak. 

7. Later years. 

8. Pansophic schemes. 

9. Ideal school orj^anization. 
10. Didactica Magna. 

\\. J anna Linguariim Rescrata. 

12. Orb is Pictus- 

13. Other educational writings. 

14. Summation of leading principles. 

15. Educational influence. 



HISTORY OF EDUCATION. 79 

OUTLINE XXXVII.— Reading References. 

Laurie's Comenius: pp. 19-68, et passim. 

W. Monroe's Comenius: pp. 38-82, et passim. 

Quick: pp. 119-70. 

Painter: pp. 219-30. 

Browning: pp. 56-68. 

Williams: pp. 163-86. 

Compayre: pp. 122-37. 

Munroe: pp. 68-94. 

Seeley: pp. 211-17. 

Payne: pp. 76-82. 

Barnard's German Teachers: pp. 347-88. 

Report of National Educational Association 
for 1892: pp. 703-23. 

Educational Review 111: pp. 209-36. 

Hanus's Educational Aims and Educational 
Values: pp. 195-211. 

Kemp: pp. 206-17. 

Monroe: pp. 480-93. 

Translations of Orbis Pictus, The Great Didac- 
tic, the School of Infancy, passim. 



Note. — This study has to do with only the edticational 
side of the work of Comenius, but he was nearly or quite as 
much a theologian as he was an educator. His theological con- 
tentions and the elaboration of his religious views often inter- 
rupted or delayed the educational work that he had under- 
taken. Owing to the troublous times in which he lived, the 
immediate influence of Comenius and his educational doctrines 
was not so great as would be supposed from the reading of 
some authors. 



(SO OUTLINE STUDIES. 

OUTLINE XXXVIII. 

SIXTH EPOCH. — EDUCATION IN TAE SEVENTEENTH 
CENTURY. 

VIII. Influence of Francis Bacon. 

1. Life. 

2. Writings. 

3. Bacon and the universitj. 

4. Other educational views. 

5. Influence of the Baconian philosoph}-. 

IX. Educational Views of Milton. 

1. Life and character. 

2. Views regarding university life. 

3. Tractate on Education. 



HISTORY OF EDUCATION. 81 

OUTLINE XXXVIII.— Reading References. 

Munroe: pp. 36-67. 

Seeley: pp. 205-9: 217-20. 

Painter: pp. 200-13. 

Monroe: pp. 443-51, 468-78. 

Browning: pp. 90-112. 

Williams: pp. 191-202. 

Quick: pp. 212-18. 

Laurie's Educational Opinion Since tlie Renais- 
sance: pp. 119-37, 159-80. 

Barnard's Journal 2: pp. 76-85. 

Barnard's English Pedagogy: pp. 77-94, 151-90. 

Sclnnid (Geschichte 3 a) : pp. 382-439. 

Kiddle and Scheni: articles Bacon, Milton. 

Sonnenschein: article Milton. 

The "Tractate" may be found in full in Mil- 
ton's prose works and in Barnard's English Peda- 
gogy. 



Notes. — 1. It is questionable if the claim the Bacon is 
the founder or discoverer of the inductive method of investi- 
gation is well founded. Was the philosophy of Aristotle AvhoUy 
deductive? 

2. The smallest part of Milton's title to fame is in the 
expression of his educational views. The tractate, which is 
well worth reading in full, is, especially in the latter part, a 
rather off-hand discussion of a very large subject. 



82 OUTLINE STUDIES. 

OUTLINE XXXIX. 

SIXTH EPOCH — EDUCATION IN THE SEVENTEENTH 
CENTURY. 

X. Work and influence of John Locke. 

1. Early Life and education. 

2. His life at Oxford. 

3. Connection with the Shaftesburys. 

4. Teaching work. 

5. Political offices and dangers. 

6. Writings. 

7. Reason for first writing "Thoughts on 
Education." 

8. Important doctrines of the "Thoughts." 

a. On physical education. 

b. On intellectual development. 

c. On moral discipline. 

9. Locke and Montaigne compared. 
10. Influence of Locke on Rousseau. 



HISTORY OF EDUCATION. 83 

OUTLINE XXXIX.— Reading References. 

Quick: pp. 219-38. 

Painter: pp. 230-8. 

Williams: pp. 202-19. 

Browning: pp. 102-18. 

Munroe: pp. 101-23. 

Compayre: pp. 194-210. 

Seeley: pp. 220-3. 

Kemp: pp. 217-21. 

Monroe: pp. 512-23. 

Davidson: pp. 197-208. 

Laurie (Educational Opinion); pp. 181-234. 

Cyclopedias of Education: article Locke. 

"Thoughts Concerning Education" may be 
found in complete in Quick's Locke on Education, 
in English Pedagogy, pp. 225-342. and in Locke's 
Works, Volume IX, pp. 6-205. 



Note. — The doctrines of Locke form the basis of much of 
Rousseau's Emile. On the cardinal principles expressed by 
Locke, compare Rousseau and Montaigne. Do the views of 
Comenius ally him with this group of thinkers? 



84 OUTI.IXl-: STUDIES. 

OUTLINE XL. 

SIXTH EPOCH — EDUCATION IN THE SEVENTEENTH 
CENTURY. 

XL American Education. 

L Attitude of New England colonists toward 
schools. 

2. Early laws. 

3. Activity of the Dutch. 

4. Contrast between northern and southern 
colonies. 

a. Reasons. 

5. Grades of schools established. 

6. Subjects taught and courses of study. 

7. Founding and early historv of Harvard 
College. 

8. William and Mary College. 

9. Noted names. 



HISTORY OF EDUCATIOX. 85 

OUTLINE XL. — Reading References. 

Martin's Evolution of the Massachusetts School 
System: pp. 1 69. 

Boone's Education in tlie LInited States: pp. 
1-60, passiin. 

Dexter's Historv of Education in the United 
States: pp. 1-67, passim , !■ 

Barnard's Educational Development in the 
United States: pp. 343-54. 

Brown's Making of Our Middle Schools: pp. 31-58 

Barnard's American Educators: pp. 13-42, 
passim. 

Hill's Harvard College: pp. 1-22, et passitn. 

Kemp: pp. 226-8. 

Shoup: pp. 247-56. 

Report of Commissioner of Education 1892-3: 
pp. 1225-47. 

Report of Commissioner of Education 1893-4: 
pp. 648-82. 

Swett's x'Vmerican Public Schools: pp. 7-34. 

Educational Review HI: pp. 313-36. 

Educational Review IV: pp. 34-46, 241-52. 

Painter: pp. 379-85. 

WiUiams: pp. 247-52. 



Note. — The early education laws in New England mark 
one of the most advanced positions then taken anywhere in 
the world in behalf of state education. But the schools there 
commanded by law were not usually free schools, supported 
by public taxation, as we now have them. 



86 OUTLINE STUDIES. 

OUTLINE XLI. 

SEVENTH EPOCH. — EDUCATION IN THE EIGHTEENTH 
CENTURY. 

I. Pietism and the Work of Francke. 

1. Nature and Influence of Pietism. 

2. Early life and education of Francke. 

3. Acquaintance with Spencer — results. 

4. Teaching Work. 

5. Professorship at Halle. 

6. Founding and growth of the "Stiftungen." 

7. Francke's leading educational principles. 

8. Permanency of his influence. 

a. Relation to the real Schulen. 

9. Present conditions of the "Stiftungen." 



HISTORY OF EDUCATION. 87 

OUTLINE XLL— Reading References. 

Barnard's German Educators: pp. 407-24. 

Painter: pp. 257-63. 

Seeley: pp. 231-6. 

Williams: pp. 259-67. 

Mailman's History of Pedagogy: pp. 68-73. 

Kemp: pp. 235-40. 

Klemm's European Schools: pp. 182-5. 

Britannica articles: Francke, Pietism. 

Kiddle and Scliem: article Francke. 



Note. — In the history of education there is no more il- 
lustrious example of devotion to principle, genius for organiza- 
tion, and skill in management that is shown in the work of 
Francke. Consistent religious instruction, professional train- 
ing for teachers, and emphasis of the so-called practical studies, 
are his most important contributions to educational develop- 
ment. 



88 OUTLINE STUDIES. 

OUTLINE XLII. 

SEVENTH EPOCH. — EDUCATION IN THE EIGHTEENTH 
CENTURY. 

II. Development of the German Universities. 

1. Changing relation of the faculties. 

a. Former distinction of superior and in- 
ferior faculties. 

2. Changes in university' instruction. 

a. Influence of Francke and Thomasius. 

3. Growth of the scientific, investigating spirit 
a. Results in the various faculties. 

4. Nature of the new humanism. 

a. How differentiated from sixteenth cen- 
tury humanism. 

5. Universities founded in the eighteenth cen- 
tury. 

6. Representative university leaders. 



HISTORY OF EDUCATION. 89 

OUTLINE XLIL— Reading References. 

Paulsen's German Universities (Scribners): pp. 
44-50. 

Macniillan edition of same: pp. 57-(3o, Same 
matter in Report of Commissioner of Education'91-2: 
pp. 267-9. 

Russell's German Higher Schools: pp. 64-75, 
passim. 

Painter: p. 279-81. 

Wilhams: pp. 275-80. 

Barnard's Superior Instruction: pp. 52-8. 

Report of Commissioner of Education '97-8: 
pp. 45-6, 47-50. 

Britannica XXIII: p. 847, in article Univer- 
sities. 



Note. — Compare the typical university of the eighteenth 
century with the eariiest universities in curriculum, organiza- 
tion, and plans of teaching. Note the changing conception of 
the humanistic ideal. Observe the gradual change in the rela- 
tion of the faculty of arts to the other faculties from subordi- 
nation to co-ordination. 



90 OUTLINE STUDIES. 

OUTLINE XLIII. 

SEVENTH EPOCH — EDUCATION IN THE EIGHTEENTH 
CENTURY. 

III. Growth of Secondary Schools in Germany. 

1. Gymnasium. 

a. Influence of humanism. 

b. Organization. 

2. Real School. 

a. Diflerentiation from gjiimasium. 

b. Beginnings made by Francke. 

c. Work of Semler. 

d. Work of Hecker. 

IV. Professional Training of Teachers. 

1. Plans of the Jesuits. 

2. Franke's Influence. 

3. Hecker's Plan. 

4. University Seminars. 



HISTORY OF EDUCATION. 91 

OUTLINE XLI 1 1.— Reading References. 

Russell^: pp. 64-7, 73-5, 352-4. 
Williams: pp. 266-75. 
Barnard's German Educators: pp. 431-46. 
Kemp: pp. 249-52. 
Sonnenschein: article Realschule. 
Kiddle and Schem: article Gymnasium, Real 
School, Teachers' Seminaries. 
Report of Commissioner of Education '97-8: 
pp. 46-7, 52-3, 58-61. 



Note. — In Germany is found the earliest differentiation 
of the classical and the non-classical element in school organiza- 
tion. From the beginning until very recently the plan has been 
to give these two kinds of instruction in separate institutions, 
involving a choice of scholastic career at the very beginning of 
school life. Compare with the American plan, where the division 
is usually made after eight years of school life. 



92 OUTLINE STUDIES 

OUTLINE XLIV. 

SEVENTH EPOCH. — EDUCATION IN THE EIGHTEENTH 
CENTURY. 

V. Basedow and the Philanthropinist Movement. 

1. Early life and training of Basedow. 

2. Teaching work: character of t^ie man. 

3. Educational writings. 

4. Leading principles. 

5. Test of principles on the daughter of Base- 
dow. 

7. Establishment of the Philanthropinum. 

' 8. Character of work in the institution. 

9. Causes of failure. 

10. Influence of the Philanthropinum. 



HISTORY OP' EDUCATION. 93 

OUTLINE XLIV.— Reading References 

Monroe: pp. 577-89. 

Quick: pp. 273-83. 

Payne: pp. 91-6. 

Kemp: pp. 265-9. 

Painter: pp. 274-9. 

Williams: pp. 318-29. 

Compa^re: pp. 414-5. 

Seeley: pp. 250-6. 

Barnard's German Educators: pp. 457-90 

Kiddle and Schem: article Basedow. 

Britannica: article Basedow. 



Note. — There is much in the work and character of Basedow 
to remind one of Ratich, though his work seems to have been 
less original than that of Ratich. Trace the systematic develop- 
ment of physical training in Germany from the work of the Phil- 
ant hropinum. 



94 OUTLINE STUDIES. 

OUTLINE XLV. 

SEVENTH EPOCH. — EDUCATION IN THE EIGHTEENTH 

CENTURY. 
/ 

VI. Rousseau and the Emile. 

1. Personal character of Rousseau. 

2. His revohitionary tendencies. 

3. General character of the Emile. 

4. Divisions of the work. 

5. Educational periods considered. 

a. Physical development. 

b. Intellectual education. 

c. Moral and religious culture. 

6. Rousseau's views regarding the education of 
women. 

7. Contrast of the ideal with the real in Rous- 
seau's time. . 

8. Chief defects in the Emile. 

9. Influence of the work. 

10. Rousseau's indebtedness to others for the 
views expressed. 



HISTORY OF EDUCATION^. 95 

OUTLINE XLV.— Reading References. 

Painter: pp. 265-74. 

Quick: pp. 239-72. 

Williams: pp. 290-309. 

Munroe: pp. 153-78. 

Compayre': pp. 278-310. 

Browning: pp. 134-50. 

Hailman: pp. 74-84. 

Seeley: pp. 241-9. 

Shoiip: pp. 224-7. 

Payne II: pp. 84-91. 

Monroe: pp. 542-77. 

Kemp: pp. 255-64. 

Davidson's Rousseau and Education according 
to Nature. 

Morley's Rousseau II: pp. 197-255. 

Britannica VII: pp. 675-6, in article Educa- 
tion. 

I See unabridged and abridged editions of the 
Emile. 



Note. — The most widely divergent views regarding Rous- 
seau and his work are expressed by the authors referred to above. 
From a careful comparison of these views together with a study 
of the educational principles of Rousseau at first hand, a proper 
appreciation of their importance and value may be gained. 
So far as the TEmile influences present-day education or has ever 
influenced the work of the schools, it is probably indirectly and 
by inference rather than by direct application of Rousseau's 
principles. 



9o ' OUTLINE STUDIES. 

OUTLINE XLVI. 

SEVENTH EPOCH. — EDUCATION IN THE EIGHTEENTH 
CENTURY. 

XU. Conditions and Growtli in America. 

1. Development of the common school. 

a. Courses of stud}-. 

b. Text-books. 

c. Material equipment. 

d. Character of teachers. 

2. Academies. 

a. Causes for development. 

b. Relation to the state. 

c. Courses of study. 

3. Colleges. 

a. Institutions founded. 

b. Support, growth, influence. 

4. Beginning of permanent school funds. 

5. Education of girls. 



HISTORY OF EDUCATION. 97 

OUTLINE XL VL— Reading References. 

Martin (Massachusetts School System): pp. 
69-129, passim, 

Boone: pp. 49-91, passim 

Brown: pp. 178-273, passim 

Dexter: pp. 73-93, 207-18, 223-78. 

Clew^s'sEducational, Legislation and Adminis- 
tration of the Colonial Governments, passim. 

Johnson's Old Time Schools and School Books:, 
pp. 29-99, passim. 

Swett's American Public Schools: pp. 7-43, 
tassiin. 

Barnard's Educational Development of the 
United States: pp. 353-94, passim. 

Eaiie's Child, Life in Colonial Dajs: pp. 63-162, 
passim. 

Shoup: pp. 255-62. 

Williams: pp. 361-5. 



Notes. — 1. Paul Leicester Ford's volume on the New 
England Primer and Tuer's History of the Horn Book give 
clear accounts of two interesting and potent agencies in early 
American schools. Barnard, Earle, and Johnson, also give 
interesting views of early school conditions in America. 

2. Schools for secondary instruction in America have been 
known chiefly as grammar schools, academies, and high schools. 
Note the decadence of the grammar schools and the rise of 
the academies, and how the academy, later, generally gave way 
to the public high schools. Compare the present with the former 
significance of the term grammar school. 



98 OUTLINE STUDIES. 

OUTLINE XLVII. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

I. The Work of Pestalozzi. 

1. Family and early years. 

2. His education. 

3. Choosing a profession. 

4. Marriage. 

5. Early years at Neuhof. 

6. Neuhof educational experiment. 

7. Literary work. 

a. Purpose. 

b. Writings. 

c. Influence. 

8. Revolutionary tendencies. 

9. Pestalozzi as a politician. 

10. His work at Stanz. 

11. At Burgdorf. 

a. W^ork as assistant teacher. 

b. Institute at Burgdorf. 

c. Connection with Fellenberg. 

12. Yverdun. 

a. Early years. 

b. Dissensions. 

c. Closing of the Institute. 

13. Pestalozzi 's last years. 

14. Influence of Rousseau on Pestalozzi's work. 

15. Educational principles. 

16. Influence of Pestalozzi on present day edu- 
cation. 



HISTORY OF EDUCATION. 99 

OUTLINE XLVir.— Reading References. 

De Guimp's Life of Pestalozzi. 
Pinloche's Pestalozzi: pp. 3-116, et passim, 
Krusi's Life of Pestalozzi. 
Barnard's Pestalozzi and Pestalozzianism. 
Monroe: pp. 597-622. 
Kemp: pp. 282-91. 
Quick: pp. 290-383. 
Compayre: pp. 412-45. 
Painter: pp. 295-306. 
Seelej- pp. 257-71. 
Williams: pp. 330-49. 
Browning: pp. 151-65. 
Mailman: pp. 93-114. 
Payne H: pp. 97-114. 
Munroe: pp. 179-95. 

Fitch's Educational Aims and Methods: pp. 
358-64. 

Educational Review IH: pp. 173-84. 



Note. — It is difficult for the student of present day edu- 
cation when Pestalozzi's educational principles have mostly 
become commonplaces, to comprehend the tremendous import- 
ance of Pestalozzi's work at the beginning of the nineteenth cen- 
tury. Trace the growth of the ideal of universal education and 
the recognition of the importance of rational method in school 
work. These are the two most important principles that Pes- 
talozzi contributed to education. 

LQFC 



100 OUTLINE STUDIES. 

OUTLINE XLVIII. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER.. 

II. Froebel and the Kindergarten. 

1. Family and earh' years of Froebel. 

2. Training and character of the boy. 

3. Studies at the university. 

4. Choosing an occupation. 

5. Beginning of his teaching work. 

6. Froebel at Yverdun. 

7. Military life. 

8. Later work at the university. 

9. Institute at Keilhau. 

10. Work in Switzerland. 

11. Blankenburg. 

12. Marienthal. 

13. Last years. 

14. Writings. 

15. The kindergarten. 

a. Development of the idea. 

b. First establishments. 

c. Cardinal principles. 

d. Governmental interdiction. 

e. Later growth. 

1. In Germany. 

2. In foreign countries. 



HISTORY OF EDUCATION. 101 

OUTLINE XLVIIL— Reading References. 

Bowen's Froebel and Education through Self- 
Activity. 

Hanchmann's Kindergarten System, passim. 

Baroness Ma<?enholtz-Biilow's Reminiscences of 
Froebel. 

Froebel's Autobiography. 

Munroe: pp. 195-206. 

Painter: pp. 306-15. 

Payne II: pp. 117-34. 

Seeley: pp. 272-7. 

Boone: pp. 332-4. 

Dexter: pp. 166-9. 

Williams: pp. 396-405. 

Compayre: pp. 447-65. 

Quick: pp. 384-413. 

Monroe : pp. 639-67. 

Kemp: pp. 291-8. 

Hailman: pp. 114-22. 

Report of Commissioner of Education, 1902: 
pp. 639-716, passim. 

Note. — In studying Froebel it becomes clear that his work 
supplements that of Pestalozzi. Their cardinal principles are 
the same, butiFroebel seems to have been able to apply these 
principles more surely that Pestalozzi. The kindergarten is 
the concrete expression of the educational philosophy to which 
Froebel devoted a great part of his life. 



102 OUTLINE STUDIES. 

OUTLLNE XLIX. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

III. Herbart and His Influence on Education, 

1. Life and character. 

2. Teaching work. 

3. Writings. 

4. Relation of Herbart's psychology to his peda- 
gogy. 

5 Educational principles. 
6. Influence. 

a. Leading disciples. 

b. Present form of Herbartian doctrine. 



HISTORY OF EDUCATION. 103 

OUTLINE XLIX.— Reading References. 

Biography in Herbart's Science of Education 
(Heath edition): pp. 1-23. 

Monroe: pp. 622-39. 

Seeley: pp. 278-83. 

Kemp: pp. 298-300. 

Painter: pp. 315-22. 

Browning: pp. 174-80. 

Prince's Methods in German Schools: pp. 183- 
92. 

Klemm: pp. 184-6, 191-3. 

De Garmo's Herbart and the Herbartians, passim. 

Rein: article Herbart als Padagog. 

Tompkins, in Educational Review XVI: pp. 
233-43. 

Gilbert in Educational Review XVI: pp. 75-80. 

Cyclopedias of Education: article Herbart. 



Note. — The disciples of Herbart have by no means agreed 
in the interpretation of some of his doctrines. Herbart's con- 
cept of the will is one of these disputed points in psj-chology 
which has a direct bearing on pedagogical principles. Another 
matter much in dispute is the application to school work of 
Herbart's principle of concentration. Find the difference in 
the use of the terms concentration, co-ordination, correlation. 



104 OUTLINE STUDIES. 

OUTLINE L. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

IV. Development of German Education. 

1. Influence of Napoleonic wars, 
a. Fichte's addresses. 

2. Nationalizing of primary instruction. 

3. Growth of secondary schools. 

a. Rise of Real-schools. 

b. Relation to the university, the leaving 
examination. 

4. Universities. 

a. New foundations. 

b. Development of the various faculties. 

5. Development of teacher's seminaries. 

6. Work of the ministry of education. 

7. Noted names of the present century. 



HISTORY OF EDUCATION. 105 

OUTLINE L. —Reading References. 

Pedagogical Seminary I: pp. 1-3. 

Seeley's German School System: pp. 40-6. 

Russell's German Higher Scliools: pp. 76-107. 

Paulsen: (Scribners edition) pp. 50-67. 

Paulsen (Macmillan edition): pp. 65-88; Same 
matter in Report Commissioner of Education, '91- 
2: pp. 269-77. 

Report Commissioner of Education, '97-8: pp. 
62-81. 

Barnard's National Education (German States) : 
pp. 360-7, 411-23. 

Britannica XXIII: pp. 848-9, in article Univer- 
sities. 



Note. — The secondary schools of Germany take higher 
rank than the secondary schools of America. Their work in- 
cludes at least the equivalent of the first two years of American 
college work. Dr. Muensterberg in a magazine article declares 
that the German gymnasium includes the equivalent of the 
work done in the Freshman, Sophomore and Jimior years of 
Harvard College. 



106 OUTLINE STUDIES. 

OUTLINE LI. 

EIGHTH EPOCH — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

V. Present organization of German Schools. 

1. Elementar}' schools. 

a. Various tj'pes and purposes. 

b. Courses of studj'. 

c. Support, control and supervision. 

d. Training of teachers. 

e. Influence of Herbart. 

f. Supplementary and industrial schools. 

2. Secondary schools. 

a. Gymnasium and Real school. 

b. Other forms of secondary schools. 

c. Courses of stud}-. 

d. School attendance and military service. 

e. Qualifications and training of teachers. 

3. Universities. 

a. University influence. 

b. Spirit of University work. 

c. Faculties, examinations, degrees. 

d. Lehrfreiheit and Lernfreiheit. 

e. Classes, appointment, and tenure of uni- 
versitj" instructors. 



HISTORY OF EDUCATION. 107 

OUTLINE LI.— Reading References. 

Winch's German Schools: pp. 11-66. 

Prince (German Schools): pp. 1-76. 

Seeley (German School System) passim. 

Russell: pp. 121-37, 175-93, 352-87, et passim. 

Bolton: pp. 1-128, et passim. 

Paulsen (Scribners) : pp. 71-262, 275-305, 
333-51, passim. 

Paulsen (Macmillan): pp. 89-173, 201-11, H 
passim. Same matter in Report of Commissioner 
of Education, '91-2: pp. 277-304, 314-17. 

Educational Review V: pp. 313-24. 

Report National Educational Association, 1904: 
pp. 404-11, passim. -140-5, 478-84. 



Note. — Winch, Russell, Bolton, and Paulsen, are the 
latest and most reliable authorities on thiis study. The works of 
Paulsen and Russell are unusually complete and serviceable on 
their respective subjects. The Scribner edition of Paulsen's 
work is much the fuller treatment, being expanded and elabo- 
rated from the matter in the Macmillan edition. 



108 OUTLINE STUDIES. 

OUTLINE LII. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

VI. Development in England. 

1. Work of Bell and Lancaster. 

2. Influence of the monitorial system on pri- 
mary schools. 

3. Growth of school grants. 

a. Methods of apportionment. 

4. Founding and growth of training schools 

for teachers. 

5. The pupil teacher system. 

6. Trend of school legislation since 1870. 

7. Growth of technical instruction. 

8. Educational theories of Herbert Spencer and 
their influence. 

9. Arnold and secondary education. 

a. Life and work of Thomas Arnold. 

b. Characteristics as teacher. 

c. General educational influence. 

d. Changes in secondary education. 

10. University development. 

a. New foundations. 

b. Differing ideals in the growth of the 
newer and the older institutions. 

11. Progress in the education of girls and 
Women. 



HISTORY OF EDUCATION. 109 

OUTLINE LII.— Reading References. 

Sharpless' English Education: pp. 1-15. 

Painter: pp. 371-6. 

Gill: pp. 162-202, et passim. 

Acland's Studies in Education: pp. 1-22. 

State Education for the People: pp. 25-30. 

Craik's The State and Education: pp. \-M\ 
et passim 

Fitch's the Arnolds: pp. 1-156, passim. 

Stanley's Life of Arnold, passim. 

Smith's Oxford and Her Colleges: pp. 140-56. 

Barnard's EngUsh Pedagogy II: pp. 129-72. 

Payne II: pp. 177-90. 

Fitch's Educational Aims and Methods: pp. 
326-57. 

Quick: pp. 439-69. 

Laurie (Educational Opinion:) pp. 235-61. 

Report of Commissioner of Education, '91-2: 

pp. 105-37. 

Cyclopedias of Education: articles Arnold, Bell, 

Monitorial System, Lancaster, 



Note.— It is hard to miderstand the slow progress of Eng- 
land in matters feducational. A recent writer (Hughes) regards 
it as an illustration of the nationaldesire to conserve individual- 
ism that the intervention of the state was so long delayed. 



110 OUTLINE STUDIES. 

OUTLINE LIII. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

VII. Present Organization of English Schools. 

1. Elementary instruction. 

a. Classes of schools. 

b. Scope of work. 

c. School buildings and equipment. 

d. Financial support. 

e. Compulsory attendance. 

f. Training of teachers. 

2. Secondary instruction. 

a. Differing kinds and grades of secondary 
schools. 

b. Character of the work. 

c. Comparison with American standards. 

d. Present tendency toward unification. 

e. Qualifications and preparation of teach- 
ers. 

3. Superior instruction. 

a. Leading institutions. 

b. Organization of an English university, 

c. Manner of student life. 

d. Instruction, examinations, degrees. 

4. Composition and authority of the Board of 

education. 



HISTORY OF EDUCATION. Ill 

OUTLINE LII I.— Reading References. 

Acland's Studies in Secondary Education: pp. 
248-75, et passim. 

Greenough's Elementary Schools of Great Brit- 
ain: pp. 49-186. 

Seeley: pp. 304-8. 

Webb's London Education: pp. 1-174, passim. 

Balfour's Educational Systems of Great Britain: 
pp. 1-77, 143-86, 227-56, passim. 

Corbin's School Boy Life in England, passim. 

Staunton's Great Schools of England, passim 

Smith's Oxford and Her Colleges, passim 

Roberts's British Universities: pp. 32-64, passim. 



Note. — Compare the functions of the state in education 
in England and the I'nited States. The difference is made 
especially evident in the history of primary instruction. It 
is equally marked in the conduct of training colleges. Care 
should be used in consulting authorities as to the present edu- 
cational conditions in England, owing to many recent changes 
in education laws. 



112 OUTLINE STUDIES. 

OUTLINE LIV. 

I 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. . 

VHI. Development of French Education. 

1. Effect of the Revohition. 

a. Precedent iUiteracy. 

b. Plans of Mirabeau for education. , 

c. Influence of TallejTand. 

d. Condorcet's plan. 

2. The imperial university. 

3. Development of primary instruction 

4. Jacotot. 

5. Guizot. 

6. Women in education. 

7. University reorganization. 



HISTORY OF EDUCATION. ll.i 

OUTLINE LI V. —Reading References. 

Coiiipayre: pp. 362-412, 478-534, passim. 

Painter: pp. 363-5, 

Quick: pp. 414-38. 

Munroe: pp. 207-18. 

Payne II: pp. 135-67. 

Barnard's Superior Instnietion: pj). 769-800, 
passim, 

Barnard's .National iulucation: pp. 381-90. 

Report Commissioner of Education, '96-7: pp. 
33-7. 

Circular of Information .\o. 4, 1881: pp. 95-114, 
passim. . . 

Teegan's Elementary Schools of France: pp. 
1-45. 

Pedagogical Seminary I: pp. 8-10. 

Barnard's Journal II: pp. 254-77, passim. 

Kiddle and Schem: article Jacotot, France, 
passim. 



114 OUTLINE STUDIES. 

OUTLLXE LV. 

EIGHTH EPOCH. — EDUCATION IX THE NINETEENTH 
CENTURY AND AFTER. 

IX. Present Organization of Schools in France. 

1. Grades of Schools. 

2. School revenues — how obtained. 

3. Control and supervision. 

4. Training of teachers. 

5. Appointment, tenure, and compensation of 
teachers. 

6. Courses of study. 

7. Provisions for education of girls and women. 

8. Compulsory school attendance. 

9. Recent changes in secondary education. 

10. Consohdation of faculties into universities. 

11. French and American standards compared. 



HISTORY OF EDUOATIOX. 115 

OUTLINE LV.-Heacling References. 

Painter: pp. 365-70. 

Teegan: pp. 46-214, passim. 

Parsons's French Schools through American 
Eyes: passim, 

Seeley: pp. 296-303. 

Pedagogical Seminary I: pp. 62-76. 

Klemni: pp. 317-91, passim. 

Eliot's Educational Reform: pp. 157-76. 

Fitch's Educational Aims and Methods: pjj. 
421-31. 

Educational Review IV: pp. 475-84. 

Educational Review XXV: pp. 130-45. 

Educational Review XIII: pp. 291-4. 

Report of Commissioner of Education, 1902: 
pp. 667-719, passim. 



Note. — It i.s necessary to use care in consulting authori- 
ties on account of the many important changes in the organi- 
zation and conduct of schools that have been made recently, 
or are still in progress. Compare the universities and secondary 
schools of France, as now organized, with those of Germany. 



116 OUTLINE STUDIES. 

OUTLINE LVl. 

EIGHTH EPOCH. — EDUCATION IN THE XIXETEETXH 
CENTURY AND AFTER. 

X. Development in America. 

1. The national university idea. 

a. Leading advocates. 

b. Attempts to realize the idea. 

2. .National aid to education. 

a. Land grants for common schools. 

b. Surplus revenue fund. 

c. Agricultural college grants. 

3. Improvement in common school conditions. 

4. Growth of high schools. 

5. Origin and development of school super- 
vision. 



HISTOHV OF EDUCATION. 117 

OUTLINE LVL- Hcadinjr Keferences. 

Keport CoiiiMiissioner ol' Iklucatioii, '92-3: pp. 
12f>«-«7, 1293-1312. 

Report Commissioner of iuiueatioii, '94-5: pp, 
i:)()5-11. 

Williams: pp. 388-95. 

Martin: pp. 186-235. 

Hinsdale's Horace Mann: pp. 231-310. 

Painter: pp. 385-90. 

Boone: pp. 79-1 1(1 

•lohnson's Comitry iSchool: pj). 31-55, /mssim. 

Johnson's Old Time Schools and School Books 
pp. 100-150, passim. 

Swett: pp. 70-117. 

Brown: pp. 279-413, fiassim, 

De.xtcr: p|). 97-102. 3f)()-4. 



N'oTE. — Determine what prececleiit.s, if any, led to the .scho© 
land grant made in 17S7. Note the increase in the grant made 
for common .schools more than a half a century later. The 
grants made for the agricultvn-al colleges by the acts of 1887 
and 1890 represent almost the only cases \\here congress has 
made direct appropriations for educational institutions not 
under control of the national authorities. 



118 OUTLINE STUDIES. 

OUTLINE LVII. 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

X. J^evelopment in America (Continued.) 
(i. Higher education for women. 

a. Pioneer work of Miss Lyon, Mrs. Williard, 
Miss Grant and others. 

b. Colleges for women. 

c. The "annex" idea. 

d. Co-education. 

7. Founding and growth of state universities. 

8. Development of schools for negroes and 
Indians. 

9. Establishment and de\«'lopment of schools 
for defectives. 

10. Some educational jjioneers and leaders of 
the nineteenth century. 

a. Horace Mann. 

b. David V. I^ige. 

c. Henr\" i3arnard. 



HISTORY OF EDUCATION. 119 

OUTLLXE LVIL— Reading References. 

Thomas, in Butler's Education in the United 
States: pp. 321-58. 

Martin: pp. 135-85, passim, 

Boone: pp. 243-50, 362-82.. 

Seeley: pp. 284-8. 

Hinsdale: pp. 75-280, passim, 

Barnard's American Teachers: pp. 125-68, 365- 
99. 

Report of National Educational Association, 
1901: pp. 390-438. 

Winship's Horace Mann. 

Winship's Great American Educators. 

Ten Brook's State Universities: pp. 58-74. 

Mrs. Mann's Life of Horace Mann, passim. 

Education V: pp. 506-17. 

Emma Willard and Her Pupils: pp. 11-24, et 
passim. 

Dexter: 279-85, 427-53. 



Notes. — 1. The increase in the maximum of educational 
opportunity for girls and women from the dame-school to the 
university is a marvelous development, in the record of 
which all Americans, especially all American women, may feel 
a just pride. No nation now equals the United States in the 
untrammeled conditions for intellectual development that are 
offered to women. 

2. Compare the eastern and western states with reference 
to the relative importance of state universities. Why should 
an educational means of this kind be used so widely and so effi- 
ciently in one section and be almost miused in another? 



12i) OUTLINE STUDIES 

OUTLINE LVIIl. 

EIGHTH EPOCH. — EDUCATION I\ THE NINETEENTH 
CENTURY. 

XJ. Education of the Blind. 
1. Ratio of blind to seeing. 
1. First efi'orts in education of the blind. 
."}. Development of systems. 

4. Support and control. 

5. Subjects taught. 

(). Methods of reading. 

a. Raised letters. 

b. Braille system. 

c. New York points. 

7. Industries open to the blind. 

8. Present status of American schools. 

9. Laura Bridgman. 
10. Helen Keller. 



HISTORY OF EDUCATION. 121 

OUTLINE LVI II. —Reading References. ' 

Boone: pp. 246-9. 

Dexter: pp. 473-6. 

Kiddle and Schem: articles Edncation of the 
Blind, Howe. 

. Sonnenschein; article Blind, Edncation of the. 

Barnard's Edncational Development of the 
United States: pp. 497-9. 

Report of Commissioner of Education, 1903: 
pp. 2305-11. 

Butler's Education in the United States II: 
pp. 786-804. 

Britannica: article Blind. 

New International Encyclopedia: article Blind. 
Education of the. 

Howe and Hall's Laura Brid^nnan: pp. 1-77, 
passim. 

Volta Souvenir — Helen Keller. 

Helen Keller's The Story of M\- Life. 

Sanborn's Doctor S. G. Howe. 



Note. — There is no other chapter in the history of the educa- 
tion of defectives so wonderful and so hopeful as the record of 
the education of Helen Keller. Compare her development with 
that of Laura Bridgman, and determine to what e.xtent differ- 
ences in method are responsible for different results. 



122 OUTLINE STUDIES. 

OUTLINE LIX. ■ 

EIGHTH EPOCH. — EDUCATION IN THE NINETEENTH 
CENTURY AND AFTER. 

XI 1. Education of the Deaf. 

1. First attempt to educate the deaf. 

2. The Braidwoods and British schools. 

3. Abbe Sicard and French schools. 

4. The work of T. H. Gallaudet. 

5. First institutions in America. 

(i. Methods of support and control. 

7. Courses of study. 

8. Sign language. 

9. Lip reading and oral speech. 

10. Industrial training for the deaf. 

1 1 . Present status of deaf mute education. 



HISTORY OF EDUCATION. 123 

OUTLINE LIX.— Reading References. 

Boone: pp. 244-6. 

Dexter: pp. 470-3. 

Barnard's Edncational Development in tlie 
United States: pp. 491-6. 

Bntler's Edncation in the United States II: 
pp. 771-86. 

Report Commissioner of Education, 1903: pp. 
2312-27, passim. 

Education of Deaf Children: ((jordon, editor.) 

Gordon's notes on Education of the Deaf: pp. 
VII-LIX, passim. 

Mann's Life and Works III: pp. 244-.")5. 

Educational Review IV: pp. 16-26. 

Histories of American Schools for tlie Deaf, 
passivi. 

Barnard's American Teachers: pp. 97-118. 

Barnard's Life of Gallaudet: pp. 71-101. 



Note. — The dispute as to the relative merits of the sign 
language and the use of lip reading and oral speech was long con- 
tinued and often acrimonio us. The compromise x'kw now 
seems likely to win general acceptance; namely, that the bright- 
est and most capable of the deaf pupils can be taught oral speech 
and lip reading to good advantage, but that the less capable 
ones would better use the sign language exclusively. 



BIBLIOGRAPHY. 

The following titles include the works mentioned 
in the reading references for the preceding outlines. 
Other editions of the various works found in the 
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parentheses. 

Abbott, Evelyn (editor) Hellenica. London. 
1880. 

Acland, Arthur H. 1)., (editor). Studies in 
Secondary Education. London. 1892. 

Adams, W. H. I)a\enport. Famous Books. 
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Arber, Edward (editor). English reprints. 
Roger Ascham. The Scholemaster. Birmingham. 
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Balfour, Graham. F]ducational Systems of Great 
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Barnard, Henr^-. A Discourse in Commemora- 
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Barnard, Henrv. Memoirs of Teachers and 
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Barnard, Henrj-. Educational Development in 
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Barnard, Henry. An Account of Universities 
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Ditterent Countries. Hartford. 1873. 



BrRLTOGRAPHY. 125 

Barnard, Henry. Memoirs of Eminent Teachers 
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Barnard, Henry. l']ducation, the School and 
the Teacher in En^disli Literature. Hartford. Sec 
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Beard, Charles. Port Royal. London, 18(il. 

Bettany. (J. T. The World's Religions. Lon- 
don. 1890. 

Bohatta, Hamis. l^rziehung und L'nterricht 
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Bolton, Frederick E. The Secondary Scliool 
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Boone, Richard G. Education in the I'nited 
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Bowen, Herbert Courthope. Froebel and Edu 
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Brown, Elmer Ellsworth. The Making of Oin- 
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Browning, Oscar. An Introduction to the His- 
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Browning, Oscar. Aspects of Education. New 
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Bryan, William Lowe and Charlotte [^owe. 
Plato the Teacher. New York. 1898. 

Bulow, B. Marenholz, (translated by Mrs. Mar\ 
Mann). Reminiscences of Friedrich Froebel. Bos- 
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126 BIBLIOGRAPHY. 

Biirckliardt, Jacob. Civilization of the Renaissance 
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Cadet, Felix (translated by Adnah D. Jones). 
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Carlisle, James H (editor). Two Great Teachers. 
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Capes, W. Wolf. University Life in Ancient 
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Chamberlain, Alexander Francis. The Child; a 
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Clarke, George. The Education of Children at 
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Clews, Elsie W. Educational Legislation and 
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Comenius, Johann Amos. The Great Didactic 
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Comenius, Johann Amos (W. S. Monroe, editor). 
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Compayre, Gabriel (translated by W. H. Payne). 
History of Pedagogy. Boston. 1899. 

Compayre, Gabriel. Abelard and the Origin and 
Early History of Universities. New York. 1897. 

Corbin, John. School Bo\- Life in England. 
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BIBLIOGRAPHY. 127 

Craik, H. The State in its Relation to Educa- 
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Crichton, Andrew. The History of Arabia. 
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Davidson, Thomas. A iiistory of Education. 
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Davidson, Thomas. Aristotle and Ancient Edu- 
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Davidson, Thomas. Rousseau and Education 
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De Garmo, Charles. Herbart and the Herbart- 
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Denifle, Heinrich Suso, Die Entstehung der Uni- 
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Dexter, Edwin Grant. A History of Education 
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Diogenes Laertius (C. D. Yonge, translator). 
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De Guimps, Roger (translated by 4. Russell). 
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Drane, Augusta Theodosia. Christian Schools 
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Draper, J. W. History of the Intellectual De- 
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Earle, Ahce Morse. Child Life in Colonial Days. 
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Edgar, J. Histor\- of Early Scottish Education. 
Edinburgh. 1893. 



128 BIBLIOGRAPHY. 

Eliot, Charles William. Educational Reform. 
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Fairbanks, Mrs. A. W. (editor). Emma Willard 
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Fenelon, Francois de Salignac de La Mothe 
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F^^ick, R. .Auf Deutschen Hohen Schulen. Ber- 
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Fitch, Sir Joshua (lirling. Thomas and Mathew 
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Fitch, Sir Joshua ( Jirling. Educational Aims and 
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(jJardner, Percy and Jevons, Frank Byron. Man 
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(liles. Rev. Dr. (editor). The Whole Works of 
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(jill, John. Systems of Education. Boston. 
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(lordon, Joseph Claybaugh (editor). Education 
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Cordon, Joseph Claybaugh. Notes and Obser- 
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BIBLIOGRAPHY. 129 

C.reenough, James C. Evolution of the Ele 
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Hailman, W. H. Twelve Lectures on the His- 
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Hanschmann, Alexander Bruno, (translated by 
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Hanus, Paul H. Educational Aims and Educa- 
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Headlam, Cecil. Oxford and its Story. London 
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Healy, J. Ireland's Ancient Schools and Schol- 
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Herbart, Johann Freidrich, (translated by 
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Hill, (k^orge Birbeck. Harvard College: b.\- an 
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Howe, Maud and Hall, Florence. Laura Bridg- 
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Huber, Victor Aime (F. W. Newman, editor). 
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Hunter, Sir William Wilson, and others. State 
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Johnson, Clifton. The Country School in New 
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Lane, F. H. Elementary Creek Edncation. 

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Laurie, Simon Somerville. Historical Snrvey 
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Laurie, Simon Somerville. Rise and Early Con- 
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Laurie, Simon Somerville. John Amos Comen- 
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Laurie, Simon Somerville. Studies in the His- 
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Lee, ^'an Piiou. When I Was a Boy in China. 
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Legge, James. The Life and Teachings of Con 
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